exploring the interplay between agentic engagement and psychological needs in iranian efl learners: a self-determination theory perspective on practices and perceptions

Aim: this study explores the relationship between iranian english foreign language (efl) learners' agentic engagement and their psychological needs through the lens of self-determination theory (sdt), focusing on learners' attitudes toward these concepts.methods: in this mixed-method research a pilot study was conducted with 15 participants to ensure reliability, evaluated by cronbach's alpha. in the main study, 300 homogenized learners from three language schools in mahallat, markazi province, iran, were selected through the opt test, and they completed agentic engagement and psychological needs questionnaires. additionally, semi-structured interviews were conducted with 20 efl learners to gather qualitative data. the quantitative data were analyzed using structural equation modeling (sem) to validate the study model and explore relationships between variables. the qualitative data were thematically analyzed, identifying key themes such as active participation, peer collaboration, teacher support, and diverse teaching strategies.results: the findings revealed a significant positive relationship between agentic engagement and psychological needs, with autonomy and relatedness as strong predictors. the study highlights the importance of creating supportive learning environments that address students' psychological needs and promote active engagement. semi-structured interviews emphasized the importance of active participation, peer collaboration, teacher support, and diverse teaching strategies in fostering engagement. overcoming barriers and addressing challenges in recognizing learners' efforts were highlighted as crucial for enhancing overall engagement.conclusion:  pedagogical implications based on sdt suggest that fostering a supportive learning environment that meets students' psychological needs of autonomy, competence, and relatedness is essential for enhancing agentic engagement among iranian efl learners. aim: this study explores the relationship between iranian english foreign language (efl) learners' agentic engagement and their psychological needs through the lens of self-determination theory (sdt), focusing on learners' attitudes toward these concepts.methods: in this mixed-method research a pilot study was conducted with 15 participants to ensure reliability, evaluated by cronbach's alpha. in the main study, 300 homogenized learners from three language schools in mahallat, markazi province, iran, were selected through the opt test, and they completed agentic engagement and psychological needs questionnaires. additionally, semi-structured interviews were conducted with 20 efl learners to gather qualitative data. the quantitative data were analyzed using structural equation modeling (sem) to validate the study model and explore relationships between variables. the qualitative data were thematically analyzed, identifying key themes such as active participation, peer collaboration, teacher support, and diverse teaching strategies.results: the findings revealed a significant positive relationship between agentic engagement and psychological needs, with autonomy and relatedness as strong predictors. the study highlights the importance of creating supportive learning environments that address students' psychological needs and promote active engagement. semi-structured interviews emphasized the importance of active participation, peer collaboration, teacher support, and diverse teaching strategies in fostering engagement. overcoming barriers and addressing challenges in recognizing learners' efforts were highlighted as crucial for enhancing overall engagement.conclusion:  pedagogical implications based on sdt suggest that fostering a supportive learning environment that meets students' psychological needs of autonomy, competence, and relatedness is essential for enhancing agentic engagement among iranian efl learners.