International Journal of Mathematics and Systems Science 2024, 7(9); https://doi.org/10.18686/ijmss.v7i9.9717

Presently, there is a flourishing demand for transnational communicative talents from all walks of life, which poses higher expectations for university English teaching. Following the innovation of university English education and the high-speed growth of technology, the conventional university English class has been transitioned from a solitary face-to-face, teacher-oriented treatment to a blended pattern (Muhammadin & Herda, 2024). Along with this shift, it is imperative to find out whether and how students’ motivation to learn English gets elevated. Hence, to addressing this issue, this paper presents the basic theoretical framework of self-determinism and analyses whether and how the basic psychological needs of learners are better met to elevate their learning motivation in blended university English instruction. Despite its limitations, this study provides a referential basis for the researchers who are interested in this theory while at the same time providing a practical guide to the practice of blended university English language teaching and learning.