TECHNOLOGY-DRIVEN MOTIVATION: STUDENT ENGAGEMENT AND ACADEMIC OUTCOMES IN UNDERGRADUATE ENGLISH STUDIES

Abstract

Motivation plays a crucial role in shaping learners’ success in English language acquisition, particularly in digitally mediated classrooms where academic performance, employability, and digital literacy intersect. At the undergraduate level, motivation serves as a key determinant of learner engagement and academic achievement. This study reconceptualizes learner motivation by examining its psychological, pedagogical, and technological dimensions within contemporary digital language-learning environments. Adopting a survey-based mixed-methods design, data were collected from 100 undergraduate students through fifteen closed-ended and three open-ended questions. Quantitative analysis revealed that most participants demonstrated strong intrinsic motivation, driven by enjoyment and intellectual satisfaction, while extrinsic factors such as career advancement and academic success were also prominent. Teacher support, classroom interaction, and technology-enhanced instruction emerged as significant sources of sustained motivation. Qualitative thematic analysis further identified three central themes: personal fulfillment and intellectual curiosity, teacher and peer encouragement as motivational catalysts, and technology as a facilitator of autonomy and self-paced learning. Overall, the findings underscore the dynamic and multifaceted nature of learner motivation, suggesting that effective English language pedagogy should strategically integrate both intrinsic and extrinsic motivational supports. The study concludes that motivation in digital English classrooms is multidimensional, dynamic, and pedagogically malleable, and recommends fostering learner autonomy, supportive learning environments, and purposeful use of technology to enhance engagement, achievement, and long-term interest in language learning.