Relatedness and Autonomy Support in Korean L2 Classrooms: Effects on Learners’ Goals, Persistence, and Stress

Abstract

Learning a new language can be both stimulating and challenging, particularly in intensive programs. This study examines the relationship between needs-supportive teaching and Korean L2 learners’ motivations and learning attitudes. University students completed surveys that assessed their perceptions of autonomy- and relatedness-supportive teaching, as well as intrinsic and extrinsic goals, and learning outcomes, including stress and persistence. The results highlighted the central role of relatedness support; learners who perceived stronger relational behaviors such as warmth, attentiveness, and encouragement reported higher intrinsic goal endorsement, greater persistence, and lower learning-related stress. Intrinsic goals were also positively linked to the learners’ willingness to continue studying Korean. Autonomy support did not emerge as a unique predictor when modeled alongside relatedness support, likely reflecting their interrelated contributions to adaptive motivation. These findings underscore the importance of fostering relationally supportive teacher–student interactions to promote self-determined, resilient, and engaged learners. Practical implications of L2 instruction include enhancing relational support, reducing stress, and sustaining long-term engagement.