**2. Theoretical framework**

The researchers drew from the self-determination theoretical (SDT) perspective to explore the use of interactive teaching strategies used by UNISA student teachers and to the extent to which they were supported in the teaching of EFAL. SDT, a theory of motivation developed by [31] describes intrinsic types of motivation, and outlines how these motivations influence situational responses in different spheres,

as well as social and cognitive development and personality [32, 33] argue that motivation is one of the most significant components of learning in any learning environment. Researchers like [34] and [33] have illustrated that motivated student teachers tend to accomplish more difficult activities, take on active roles in activities, enjoy these activities, adopt a deeper approach towards learning, and display higher performance, continuity, and creativity. Deci and Vansteenkiste [35] state student teachers should have autonomy to be self-directed, take control of their own learning, and have the competence that enables efficacious interactions with learners. In addition, there is the need of relatedness which aims at connectedness to other student teachers and lecturers in order to experience caring and feelings of belonging. The theory proclaims that the student teachers' basic psychological needs of autonomy, competence and relatedness are significant in order to flourish and grow in the teaching of EFAL [32]. Therefore, in this study, the student teachers' level of performance was presumed to be a determinant in the extent to which they were motivated to enjoy and appreciate the opportunity afforded by teaching practice, applying and implementing their knowledge and utilising the resources available.
