Keywords
self-determination theory
basic psychological needs
need satisfaction
motivation
How to Cite
Number of views: 498
Number of downloads: 391
Abstract
According to self-determination theory, the need to experience competence is one of a well-recognized trio of basic psychological needs, alongside the need for autonomy and relatedness. Although often assessed at the activity level, the need for competence is met situationally when learners feel able to understand and affect the world around them. In language learning, this means the feeling of success firstly in the comprehension and then in the use of the new language. This situated, contextual sense of competence helps explain the complex and dynamic development of motivation within the language learner. In this review, we focus on the need for competence as it applies both theoretically and empirically to the study of learning a new language. Building on scholarship showing that competence need satisfaction is a powerful correlate of motivation in education generally, we survey the evidence for competence need satisfaction as a specific predictor of language learning motivation and achievement, with directions for future exploration. We present a thought experiment for new methods and approaches to the measurement of competence in classrooms.
References
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a cir-cumplex approach. Journal of Educational Psychology, 111(3), 497-521. DOI: https://doi.org/10.1037/edu0000293
Agawa, T., & Takeuchi, O. (2016). Validating self-determination theory in the Japanese EFL context: Relationship between innate needs and motivation. Asian EFL Journal, 18, 7-33. http://asian-efl-journal.com/9452/quarterly-journal/2016/02/volume-18-issue-1-march-2016-quarterly-journal/
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1), 164-184. DOI: https://doi.org/10.1017/S027226312100005X
Alexander, P. A. (2003). The development of expertise: The journey from novice to expert. Educational Researcher, 32(8), 10-14. DOI: https://doi.org/10.3102/0013189X032008010
Al-Hoorie, A. (2022). Unconscious motivation. In A. Al-Hoorie & P. Hiver. (Eds.), Research questions in language education and applied linguis-tics (pp. 755-759). Springer. DOI: https://doi.org/10.1007/978-3-030-79143-8_131
Al-Hoorie, A. H., Oga-Baldwin, W. L. Q., Hiver, P., & Vitta, J. P. (2022). Self-determination mini-theories in second language learning: A systematic review of three decades of research. Language Teaching Re-search. DOI: https://doi.org/10.31234/osf.io/kzc35
Alivernini, F., Manganelli, S., Lucidi, F., & Cavicchiolo, E. (2023). Understanding and supporting the motivation of students from low-income families. Contemporary Educational Psychology, 73, 102177. DOI: https://doi.org/10.1016/j.cedpsych.2023.102177
American Council on the Teaching of Foreign Languages (ACTFL). (2012). ACTFL Proficiency Guidelines 2012. https://www.actfl.org/educator-resources/actfl-proficiency-guidelines
Bachman, L. F., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Birbalsingh, K. (2016). Battle hymn of the tiger teacher. John Catt Educational.
Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46-72. DOI: https://doi.org/10.3102/00346543211042426
Carreira, J. M. (2012). Motivational orientations and psychological needs in EFL learning among elementary school students in Japan. System, 40(2), 191-202. DOI: https://doi.org/10.1016/j.system.2012.02.001
Carreira, J. M., Ozaki, K., & Maeda, T. (2013). Motivational model of English learning among elementary school students in Japan. System, 41(3), 706-719. DOI: https://doi.org/10.1016/j.system.2013.07.017
Chanal, J., & Guay, F. (2015). Are autonomous and controlled motivations school-subjects specific? PLOS ONE, 10(8), e0134660. DOI: https://doi.org/10.1371/journal.pone.0134660
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236. DOI: https://doi.org/10.1007/s11031-014-9450-1
Cheon, S. H., Reeve, J., & Marsh, H. W. (2023). Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention. Journal of Sport and Exercise Psychology, 45, 26-40. DOI: https://doi.org/10.1123/jsep.2021-0337
Council of Europe. (n.d.). Language policy. https://www.coe.int/en/web/language-policy/home
De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students’ recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006. DOI: https://doi.org/10.1037/a0027800
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum. DOI: https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. DOI: https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5), 642-650. DOI: https://doi.org/10.1037//0022-0663.73.5.642
Dever, B. V., & Karabenick, S. A. (2011). Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement. School Psychology Quarterly, 26(2), 131-144. DOI: https://doi.org/10.1037/a0022985
Fryer, L. K., & Dinsmore, D. L. (2020). The promise and pitfalls of self-report: Development, research design and analysis issues, and multiple methods. Frontline Learning Research, 8(3), 1-9. DOI: https://doi.org/10.14786/flr.v8i3.623
Fryer, L. K., & Oga-Baldwin, W. L. Q. (2019). Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology, 59, 101778. DOI: https://doi.org/10.1016/j.cedpsych.2019.101778
Fryer, L. K., Ginns, P., & Walker, R. (2014). Between students’ instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84(4), 612-630. DOI: https://doi.org/10.1111/bjep.12052
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162. DOI: https://doi.org/10.1037//0022-0663.95.1.148
Harris, J., & Leeming, P. (2022). The impact of teaching approach on growth in L2 proficiency and self-efficacy: A longitudinal classroom-based study of TBLT and PPP. Journal of Second Language Studies, 5(1), 114-143. DOI: https://doi.org/10.1075/jsls.20014.har
Hattie, J. (2023). Visible learning: The sequel. Routledge. DOI: https://doi.org/10.4324/9781003380542
Henrich, J., Heine, S. J., & Norenzayan, A. (2009). The weirdest people in the world. Behavioral and Brain Sciences, 33(2-3), 61-83. DOI: https://doi.org/10.1017/S0140525X0999152X
Hiromori, T. (2003). What enhances language learners’ motivation? High school English learners’ motivation from the perspective of self-determination theory. JALT Journal, 25(2), 173-186. DOI: https://doi.org/10.37546/JALTJJ25.2-3
Hirosawa, E., Kono, Y., & Oga-Baldwin, W. L. Q. (2024). The structure of ability beliefs in EFL classrooms: A cross-theoretical analysis bridging self-efficacy and perceived competence needs satisfaction. System, 124, 103383. DOI: https://doi.org/10.1016/j.system.2024.103383
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. DOI: https://doi.org/10.1177/1745691620966789
Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cul-tural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366. DOI: https://doi.org/10.1037//0022-3514.76.3.349
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600. DOI: https://doi.org/10.1037/a0019682
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644-661. DOI: https://doi.org/10.1037/a0014241
Jang, J., Kim, E.-J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 4, 27-48. DOI: https://doi.org/10.1016/j.learninstruc.2016.01.002
Jeon, E. H., In’nami, Y., & Koizumi, R. (2022). Discussion, limitations, and future research. In E. H. Jeon & Y. In’nami (Eds.), Understanding L2 Proficiency: Theoretical and meta-analytic investigations (pp. 369-385). DOI: https://doi.org/10.1075/bpa.13.12jeo
Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. DOI: https://doi.org/10.1016/j.lindif.2016.11.005
Leeming, P., & Harris, J. (2022). Self-determination theory and tasks: A mo-tivational framework for TBLT research. TASK, 2(2), 164-183. DOI: https://doi.org/10.1075/task.21024.lee
Legault, L. (2020). The need for competence. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 3128-3129). Springer. DOI: https://doi.org/10.1007/978-3-319-24612-3_1123
Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582. DOI: https://doi.org/10.1037/0022-0663.98.3.567
Levesque-Bristol, C., Richards, K. A. R., Zissimopoulos, A., Wang, C., & Yu, S. (2022). An evaluation of the integrative model for learning and motivation in the college classroom. Current Psychology, 41(3), 1447-1459. DOI: https://doi.org/10.1007/s12144-020-00671-x
Liu, M., & Oga-Baldwin, W. L. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762. DOI: https://doi.org/10.1016/j.system.2022.102762
Lou, N. M., & Noels, K. A. (2020). Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions. Contemporary Educational Psychology, 61, 101847. DOI: https://doi.org/10.1016/j.cedpsych.2020.101847
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331-353. DOI: https://doi.org/10.1037/edu0000281
McKay, P. (2006). Assessing young language learners. Cambridge. DOI: https://doi.org/10.1017/CBO9780511733093
MEXT (2017). Regarding the current situation of educational contents at universities (as of 2015). MEXT. http://www.mext.go.jp/a_menu/koutou/daigaku/04052801/1398426.htm.
Mouratidis, A., Michou, A., Telli, S., Maulana, R., & Helms‐Lorenz, M. (2022). No aspect of structure should be left behind in relation to student autonomous motivation. British Journal of Educational Psychology, 92(3), 1086-1108. DOI: https://doi.org/10.1111/bjep.12489
Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speak-ing. Routledge. DOI: https://doi.org/10.4324/9780203891704
Noels, K. A. (2013). Promoting the motivation of Japanese learners of English through autonomy, competence, and relatedness. In M. T. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 15-33). Multilingual Matters. DOI: https://doi.org/10.2307/jj.27080065.6
Noels, K. A. (2023). Self-determination theory and language learning. In Ryan, R. M. (Ed.), The Oxford handbook of self-determination theory (pp. 619-637). Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780197600047.013.31
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85. DOI: https://doi.org/10.1111/0023-8333.00111
Noels, K. A., Vargas Lascano, D. I., & Saumure, K. (2019). The development of self-determination across the language course. Studies in Second Language Acquisition, 41(04), 821-851. DOI: https://doi.org/10.1017/S0272263118000189
Nuthall, G. (2005). The cultural myths and realities of teaching and learning. Teachers College Record, 107(5), 895-934. DOI: https://doi.org/10.1177/016146810510700501
Oga-Baldwin, W. L. Q., & Hirosawa, E. (2022). Self-determined motivation and engagementin language: A dialogic process. In A. H. Al-Hoorie & F. Szabó (Eds.), Researching language learning motivation: A concise guide (pp. 71-80). Bloomsbury.
Oga-Baldwin, W. L. Q., & Nakata, Y. (2015). Structure also supports autonomy: Measuring and defining autonomy-supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3), 167-179. DOI: https://doi.org/10.1111/jpr.12077
Oga-Baldwin, W. L. Q., Nakata, Y., Parker, P., & Ryan, R. M. (2017). Motivat-ing young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140-150. DOI: https://doi.org/10.1016/j.cedpsych.2017.01.010
Oga-Baldwin, W. L. Q., Parrish, A., & Noels, K. (2022). Taking root: Self-determination in language education. Journal for the Psychology of Language Learning, 4(1). DOI: https://doi.org/10.52598/jpll/4/1/9
Printer, L. (2021). Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal, 49(3), 288-301. DOI: https://doi.org/10.1080/09571736.2019.1566397
Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom. Language Teaching Research. DOI: https://doi.org/10.1177/13621688231204443
Radel, R., Pelletier, L. G., & Sarrazin, P. (2012). Restoration processes after need thwarting: When autonomy depends on competence. Motivation and Emotion, 37(2), 234-244. DOI: https://doi.org/10.1007/s11031-012-9308-3
Radel, R., Pelletier, L. G., Sarrazin, P., & Milyavskaya, M. (2011). Restoration process of the need for autonomy: The early alarm stage. Journal of Personality and Social Psychology, 101, 919-934. DOI: https://doi.org/10.1037/a0025196
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. DOI: https://doi.org/10.1080/00461520903028990
Reeve, J. (2014). Understanding motivation and emotion (6th ed.). Wiley.
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77. DOI: https://doi.org/10.1080/00461520.2020.1862657
Reeve, J., Ryan, R. M., Cheon, S. H., Matos, L., & Kaplan, H. (2022). Support-ing students’ motivation. Taylor & Francis. DOI: https://doi.org/10.4324/9781003091738
Roth, G., Vansteenkiste, M., & Ryan, R. M. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and Psychopathology, 31(3), 945-956. DOI: https://doi.org/10.1017/S0954579419000403
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450-461. DOI: https://doi.org/10.1037//0022-3514.43.3.450
Ryan, R. M. (2023). The Oxford handbook of self-determination theory. Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780197600047.001.0001
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing. DOI: https://doi.org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M., Duineveld, J. J., Di Domenico, S. I., Ryan, W. S., Steward, B., & Bradshaw, E. L. (2022). We know this much is (meta-analytically) true: A meta-review of meta-analytic findings evaluating self-determination theory. Psychological Bulletin, 148(11-12), 813-842. DOI: https://doi.org/10.1037/bul0000385
Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15(3), 185-205. DOI: https://doi.org/10.1007/BF00995170
Ryan, R. M., Reeve, J., Kaplan, H., Matos, L., & Cheon, S. H. (2023). Education as flourishing: Self-determination theory in schools as they are, and as they might be. In R. M. Ryan (Ed.), The Oxford handbook of self-determination theory (pp. 591-618). Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780197600047.013.60
Schunk, D. H. (2019). Learning theories: An educational perspective (7th ed.). Pearson.
Schwartz, B. (2000). Self-determination: The tyranny of freedom. American Psychologist, 55(1), 79-88. DOI: https://doi.org/10.1037//0003-066X.55.1.79
Sheldon, K.M. & Gunz, A. (2009). Psychological needs as basic motives, not just experiential requirements. Journal of Personality, 77, 1467-1492. DOI: https://doi.org/10.1111/j.1467-6494.2009.00589.x
Skhirtladze, N., Petegem, S. V., Javakhishvili, N., Schwartz, S. J., & Luyckx, K. (2019). Motivation and psychological need fulfillment on the pathway to identity resolution. Motivation and Emotion, 43(6), 894-905. DOI: https://doi.org/10.1007/s11031-019-09795-5
Skinner, E. A. (1995). Perceived control, motivation, & coping. Sage. DOI: https://doi.org/10.4135/9781483327198
Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71(3), 549-570. DOI: https://doi.org/10.1037//0022-3514.71.3.549
Skinner, E. A. (2023). Four guideposts toward an integrated model of academic motivation: Motivational resilience, academic identity, complex social ecologies, and development. Educational Psychology Review, 35(3), 80. DOI: https://doi.org/10.1007/s10648-023-09790-w
Skinner, E. A., & Raine, K. E. (2022). Unlocking the positive synergy between engagement and motivation. In A. L. Reschly & S. L. Christenson (Eds), Handbook of research on student engagement (pp. 25-56). Springer. DOI: https://doi.org/10.1007/978-3-031-07853-8_2
Sugita McEown, M., & Oga-Baldwin, W. L. Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86, 102124. DOI: https://doi.org/10.1016/j.system.2019.102124
Sugita McEown, M., Noels, K. A., & Saumure, K. D. (2014). Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System, 45, 227-241. DOI: https://doi.org/10.1016/j.system.2014.06.001
Tian, L., Zhang, X., & Huebner, E. S. (2018). The effects of satisfaction of basic psychological needs at school on children’s prosocial behavior and antisocial behavior: The mediating role of school satisfaction. Frontiers in Psychology, 9, 548. DOI: https://doi.org/10.3389/fpsyg.2018.00548
Van Assche, J, Kaap-Deeder, J, Audenaert, E, Schryver, M, & Vansteenkiste, M. (2018). Are the benefits of autonomy satisfaction and the costs of autonomy frustration dependent on individuals’ autonomy strength? Journal of Personality, 86, 1017-1036. DOI: https://doi.org/10.1111/jopy.12372
van der Kaap-Deeder, J., De Houwer, J., Hughes, S., Spruyt, A, & Vansteenkiste, M. (2018). The development and validation of an implicit measure of competence need satisfaction. Motivation and Emotion, 42, 615637. DOI: https://doi.org/10.1007/s11031-018-9685-3
Van Der Kaap-Deeder, J., Soenens, B., Mabbe, E., Dieleman, L., Mouratidis, A., Campbell, R., & Vansteenkiste, M. (2019). From daily need experiences to autonomy-supportive and psychologically controlling parent-ing via psychological availability and stress. Parenting: Science and Practice, 19(3), 177-202. DOI: https://doi.org/10.1080/15295192.2019.1615791
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31. DOI: https://doi.org/10.1007/s11031-019-09818-1
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469. DOI: https://doi.org/10.1037/edu0000420
Vitta, J. P., Leeming, P., McLean, S., & Nicklin, C. (2023). Initial development of a second language discussion task-specific self-efficacy instrument: An illustration for frontline re-searchers. RELC Journal. DOI: https://doi.org/10.1177/00336882231195102
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333. DOI: https://doi.org/10.1037/h0040934
Willingham, D. T. (2020). Cognition: The thinking animal (4th ed.). Pearson. DOI: https://doi.org/10.1017/9781316271988
Wray-Lake, L., DeHaan, C. R., Shubert, J., & Ryan, R. M. (2019). Examining links from civic engagement to daily well-being from a self-determination theory perspective. The Journal of Positive Psychology, 14(2), 166-177. DOI: https://doi.org/10.1080/17439760.2017.1388432
Wüttke, A. (2020). Political engagement’s non-political roots: Examining the role of need-supportive parenting in the political domain. Motivation and Emotion, 44, 135-150. DOI: https://doi.org/10.1007/s11031-019-09801-w
Zhang, Y., & Aryadoust, V. (2022). A systematic review of the validity of questionnaires in second language research. Education Sciences, 12(10), 1-32. DOI: https://doi.org/10.3390/educsci12100723
Zhou, S. A., Hiver, P., & Al-Hoorie, A. H. (2023). Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement. Language Teaching Research. DOI: https://doi.org/10.1177/13621688231158789
License
Copyright (c) 2025 W. L. Quint Oga-Baldwin, Richard M. Ryan
This work is licensed under a Creative Commons Attribution 4.0 International License.
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.