The purpose of the present study was to examine the interrelationships between the perception of social and teaching presences and the satisfaction of basic psychological needs, persistence, intrinsic motivation, and negative emotions of Iraqi EFL learners in online courses. To this end, 200 intermediate Iraqi university students studying English were recruited to participate in the study. Then they were asked to complete self-report questionnaires on their perception of social and teaching presence, satisfaction of basic psychological needs, intention to persist, intrinsic motivation, and negative emotions. SEM analysis showed that the students’ perceptions of social and teaching presence had a positive relation with their satisfaction of basic psychological needs, persistence, and intrinsic motivation. The results, however, showed that there was a negative relationship between the students’ perceptions of social and teaching presences and boredom, anxiety, and shame.  The results imply that providing opportunities for students to interact effectively with their instructors and peers in online classes in a socially supportive environment can lead to positive outcomes. The implications of the study are discussed, and suggestions for further research are proposed.

Keywords: : Teaching Presence, Social Presence, Satisfaction of Basic Psychological Needs, Persistence, Intrinsic Motivation, Negative Emotions

     

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