抄録
One of the challenges in English e-learning is maintaining engagement1 and persistence. Learners may experience fatigue from the monotony of solitary study. This study aimed to explore the factors that motivate university students to eagerly engage in English e-learning.2 The purpose of this study is not to establish the generalizability of e-learning motivation for English learners, but rather to gain an in-depth understanding of a specific engagement. Data was gathered through interviews with three students who exhibited exceptional engagement in a high volume of online assignments. A thematic analysis within the framework of Self-Determination Theory's three psychological needs (autonomy, competence, and relatedness) identified three key themes: (1) approaching intrinsic motivation, (2) alternatives to conventional English language competence, (3) necessary sense of distance in personal relationships. The study found that assessment in e-learning that focuses on not only performance and test scores but also learning efforts (study time) may have the potential to motivate certain learners. Additionally, the study highlights the need for e-learning to provide different scaffoldings to accommodate each learner's sense of relatedness, as the degree of necessity of personal relationships varies depending on each individual learner.