Bleshie Pegarido
BSE – English III (Block A)
TTL2 (T-Th 1:00 PM – 2:30 PM)
Exploring the Influence of Technology on Learner Motivation and Involvement in
English
How does the integration of technology affect students’ motivation and participation in
English language learning?
Summary of Findings
Lei X., Fathi J., Noorbakhsh S., and Rahimi M., (2022) investigates the long-term effects of
mobile-assisted language learning (MALL) on English vocabulary learning. Findings
revealed that integrating mobile apps enhanced learners’ self-regulation skills and fostered
more positive attitudes toward vocabulary study. Importantly, motivation was sustained over
time, suggesting that technology integration supports continuous learner engagement rather
than providing only temporary effect.
Biglar L.J.S., and Kaban A.L., (2023) explores quasi-experimental study comparing
traditional instruction with mobile-assisted task-based learning (M-TBL). Results indicated
that students in the M-TBL group outperformed peers in vocabulary acquisition and
expressed more positive attitudes toward learning English. The interactive, task-oriented use
of mobile technology enhanced learners’ participation and sustained their motivation by
making classroom activities more engaging and authentic.
Ma Y., and Chen M., (2024) examined how AI-based applications influence classroom
motivation and engagement. Results showed that students using AI tools demonstrated higher
focus, reduced academic procrastination, and greater classroom participation compared to
traditional learning settings. The adaptability and personalized features of AI technologies
were key factors in enhancing motivation and encouraging active involvement in English
learning tasks.
The integration of technology into English language learning has been widely examined for
its influence on learners’ motivation and participation. Firstly, in the context of
procrastination, wherein it was found out that technological tools could help mitigate
procrastination behaviors among learners. Secondly, the process of vocabulary acquisition
associated with visual images increases retention. And thirdly, mobile-based application
enhances both learner-learner and instructor-learner interactions during and outside the class.
Coming across with these studies is advantageous in enhancing my knowledge on how
technology should be used effectively and positively, not abusively. Technology serves as
both a motivational driver and a participation booster in language classrooms. It does not
only spark interest but also sustains engagement through interactive, task-based, and adaptive
learning opportunities.
As a future English teacher, these insights are necessarily and equally important for me.
Aside from it is widespread and easily accessible to anyone, it has an imperative role in
enhancing my knowledge on how technology is advantageous in this modern era. I would use
these as my framework to provide interactive, engaging, and student-centered learning
experiences that move toward meaningful language use. By incorporating mobile-assisted
language learning, it would sustain long-term motivation and learning, and make the
classroom and lessons engaging, not boring.
References
Jedi-Sari-Biglar, L., Liman-Kaban, A., & Bahcesehir University. (2023). Exploring the effect
of mobile-assisted task-based learning on vocabulary achievement and student
attitude. In Smart Learning Environments (p. 50). [Link]
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Lei, X., Fathi, J., Noorbakhsh, S., & Rahimi, M. (2022). The impact of Mobile-Assisted
Language learning on English as a Foreign language Learners’ vocabulary learning
attitudes and Self-Regulatory capacity. Frontiers in Psychology, 13.
[Link]
Ma, Y., & Chen, M. (2024). AI-empowered applications effects on EFL learners’
engagement in the classroom and academic procrastination. BMC Psychology, 12(1).
[Link]