predicting online classroom engagement by cognitive evaluation and organismic integration theories

This study aimed at examining iranian efl learners’ motivation in relation to online classroom engagement from the self-determination theory perspective. the participants comprised 200 iranian efl learners selected through stratified sampling procedure in isfahan and chaharmahalva bakhtiari provinces whose age ranges between 19 and 25. they were both males and females students doing their ba in english program at islamic azad university. all these efl learners took qopt (quick oxford placement test) to be homogenous and took in online classes held and managed by the university. with considering the obtained results, the first hypothesis is confirmed and it can be stated that the effect of cognitive evaluation theory on the component of online classroom engagement is considered. according to the obtained results, the second hypothesis is confirmed and it can be stated that the effect of the fundamental integration theory on the component of online classroom engagement is considered. according to the obtained results, the fourth hypothesis is confirmed and it can be stated that the effect of the theory of basic psychological needs on the component of online classroom engagement is considered. according to the obtained results, the fifth hypothesis is not confirmed and it cannot be said that the effect of goal content theory on the component of online classroom engagement is regarded. according to the results the sixth hypothesis has been confirmed and it can be stated that the effect of motivation theory on the component of online classroom engagement is considered.