Technology-Driven Interaction and English Language Learning Outcomes: The Mediating Effects of Engagement and Motivation
DOI:
https://doi.org/10.58418/ijeqqr.v4i2.161Keywords:
Technology-Driven Interaction, Student Engagement, Motivation, English Learning Outcomes, Technology-Enhanced Language Learning, Smart Learning EnvironmentsAbstract
In the digital era, English language education is undergoing a profound transformation from traditional classrooms to smart learning environments driven by technology-based interaction. Understanding how technology-driven interaction (TDI) influences students’ learning success has become crucial in optimizing the effectiveness of modern English education. This study aimed to examine the direct and indirect effects of TDI on self-reported English learning outcomes (OUT) through the mediating roles of student engagement (ENG) and motivation (MOT). Using a quantitative design, data were collected from 300 English language learners in Pakistan and Indonesia through a structured online questionnaire and analyzed using structural equation modeling. The results revealed that TDI had a significant positive impact on both ENG and MOT, which in turn strongly influenced OUT. Moreover, both ENG and MOT significantly mediated the relationship between TDI and OUT, indicating that technology enhances learning outcomes primarily by increasing students’ engagement and motivation. These findings support theoretical frameworks such as Self-Determination Theory and the Community of Inquiry model, emphasizing the psychological mechanisms linking technology use to learning success. This study contributes to the growing body of research on technology-enhanced language learning by proposing a dual mediation model that explains how digital interaction translates into measurable academic achievement. Practically, the findings highlight the need to design technology-based English learning systems that foster engagement, sustain motivation, and enhance meaningful learning outcomes in smart educational environments.
References
Adel, A. (2024). The Convergence of Intelligent Tutoring, Robotics, and IoT in Smart Education for the Transition from Industry 4.0 to 5.0. Smart Cities, 7(1), 325–369. https://doi.org/10.3390/smartcities7010014
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.920317
Al-Adwan, A. S., Li, N., Al-Adwan, A., Abbasi, G. A., Albelbisi, N. A., & Habibi, A. (2023). “Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”. Education and Information Technologies, 28(11), 15381–15413. https://doi.org/10.1007/s10639-023-11816-3
Al-Bahadli, K. H., Al-Obaydi, L. H., & Pikhart, M. (2023). The Impact of the Online Project-Based Learning on Students’ Communication, Engagement, Motivation, and Academic Achievement. PSYCHOLINGUISTICS, 33(2), 217–237. https://doi.org/10.31470/2309-1797-2023-33-2-217-237
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2). https://doi.org/10.1080/23311916.2023.2283282
Alharbi, M. S. (2025). Digital transformation and EFL anxiety: A mixed-methods study on the impact of online learning on the language acquisition psychology of Saudi Arabian students. Social Sciences & Humanities Open, 12, 101721. https://doi.org/10.1016/j.ssaho.2025.101721
Alkhudiry, R. (2022). The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction. Theory and Practice in Language Studies, 12(10), 2117–2123. https://doi.org/10.17507/tpls.1210.19
Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2021). Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan. Journal of Applied Research in Higher Education, 13(3), 649–663. https://doi.org/10.1108/JARHE-04-2020-0103
Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3, 100204. https://doi.org/10.1016/j.ijedro.2022.100204
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47(March), 101229. https://doi.org/10.1016/j.tsc.2022.101229
Dong, D. (2025). Self-determination theory perspectives on the influence of digital learning engagement on motivation in extracurricular learning activities: Considering the mediating role of digital self-efficacy. Learning and Motivation, 90, 102135. https://doi.org/10.1016/j.lmot.2025.102135
Fang, X., Ng, D. T. K., Leung, J. K. L., & Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: a systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919–5946. https://doi.org/10.1080/10494820.2023.2240867
Guay, F. (2022). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355
Guo, P., Jeyaraj, J. J., & Razali, A. B. (2024). A systematic review of collaborative mobile-assisted language learning (C-MALL) practices using bibliometric, content, and scientometric analyses. Humanities and Social Sciences Communications, 11(1), 1435. https://doi.org/10.1057/s41599-024-03940-3
Han, F., Ellis, R. A., & Pardo, A. (2022). The Descriptive Features and Quantitative Aspects of Students’ Observed Online Learning: How Are They Related to Self-Reported Perceptions and Learning Outcomes? IEEE Transactions on Learning Technologies, 15(1), 32–41. https://doi.org/10.1109/TLT.2022.3153001
He, J., Wang, Q., & Lee, H. (2025). Enhancing online learning engagement: teacher support, psychological needs satisfaction and interaction. BMC Psychology, 13(1), 696. https://doi.org/10.1186/s40359-025-03016-0
Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17(1), 23. https://doi.org/10.1186/s41039-022-00198-8
Hidayati, D., & Slamet, J. (2025). Interactive Multimedia via LMS on a Reading Comprehension Course: Enhancing Engagement and Learning Outcomes in Islamic Higher Education. Journal of Studies in the English Language, 20(1), 95–122. https://doi.org/10.64731/jsel.v20i1.277426
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Huang, F., & Derakhshan, A. (2025). Learning Motivation and Digital Literacy in AI Adoption for Self-Regulated English Learning. European Journal of Education, 60(4). https://doi.org/10.1111/ejed.70254
Huang, L., Tian, F., & Li, F. (2025). Teaching styles and sports engagement: mediation by satisfaction and resilience in Chinese adolescents. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1630300
Huang, X., Ruiz-Segura, A., Tan, C., Wang, T., Sharma, R., & Lajoie, S. P. (2023). Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning? Information and Learning Sciences, 124(11/12), 396–424. https://doi.org/10.1108/ILS-04-2023-0034
Hwang, G.-J., & Chang, C.-C. (2025). A self-determination theory-based digital gaming approach to enhancing EFL learners’ competence in applying professional English. Educational Technology Research and Development, 73(2), 1205–1223. https://doi.org/10.1007/s11423-024-10445-y
Ibrohim, I., Purwaningsih, E., Munzil, M., Hidayanto, E., Sudrajat, A. K., Saefi, M., & Hassan, Z. bin. (2022). Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2146. https://doi.org/10.29333/ejmste/12282
Jiang, Y., Yue, S., & Mantou Lou, N. (2024). Exploring the motivational mechanisms of growth beliefs on perseverance among EFL students: The role of ideal and ought‐to L2 selves. International Journal of Applied Linguistics, 34(4), 1335–1351. https://doi.org/10.1111/ijal.12572
Jin, S.-H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, 20(1), 37. https://doi.org/10.1186/s41239-023-00406-5
Karakaya, K., & Bozkurt, A. (2022). Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies. System, 110, 102925. https://doi.org/10.1016/j.system.2022.102925
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications.
Koukaras, C., Koukaras, P., Ioannidis, D., & Stavrinides, S. G. (2025). AI-Driven Telecommunications for Smart Classrooms: Transforming Education Through Personalized Learning and Secure Networks. Telecom, 6(2), 21. https://doi.org/10.3390/telecom6020021
Labrović, J. A., Petrović, N., Anđelković, J., & Meršnik, M. (2025). Patterns of behavioral engagement in an online english language course: cluster analysis. Journal of Computing in Higher Education, 37(1), 1–26. https://doi.org/10.1007/s12528-023-09382-1
Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of Gamification on Students’ Learning Outcomes and Academic Performance: A Longitudinal Study Comparing Online, Traditional, and Gamified Learning. Education Sciences, 14(4), 367. https://doi.org/10.3390/educsci14040367
Li, S., & Lajoie, S. P. (2022). Cognitive engagement in self-regulated learning: an integrative model. European Journal of Psychology of Education, 37(3), 833–852. https://doi.org/10.1007/s10212-021-00565-x
Liu, G. (2025). To Transform or Not to Transform? Understanding the Digital Literacies of Rural Lower-Class EFL Learners. Journal of Language, Identity & Education, 24(4), 928–945. https://doi.org/10.1080/15348458.2023.2236217
Liu, Q., Du, X., & Lu, H. (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42(4), 2619–2635. https://doi.org/10.1007/s12144-022-04043-5
Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6), e16348. https://doi.org/10.1016/j.heliyon.2023.e16348
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2023). Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments. Education and Information Technologies, 28(11), 14283–14323. https://doi.org/10.1007/s10639-023-11615-w
Muhria, L., Kurnihayati, K., Solihin, R. K., & Sundari, F. D. (2025). Digital-Assisted Direct Reading Approach: Strengthening Student Engagement and Motivation in English Learning. Journal of Society and Development, 5(1), 76–81. https://doi.org/10.57032/jsd.v5i1.305
Namaziandost, E., Çakmak, F., Heydarnejad, T., & Rezai, A. (2024). The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context. Acta Psychologica, 250, 104528. https://doi.org/10.1016/j.actpsy.2024.104528
Nisak, S. K. (2024). Optimizing Interactive Learning Management System (LMS) in Improving Students’ English Language Skills. Zabags International Journal of Education, 2(2), 66–74. https://doi.org/10.61233/zijed.v2i2.21
Nurhikmah H, Ramli, A. M., Sujarwo, Bena, B. A., Arwadi, F., Syawaluddin, A., & Dedikasi Malik Nur, I. (2024). Teachers’ Readiness in Online Learning: Digital Literacy-Self-Efficacy, Pedagogical Competence, Attitude, Infrastructure, and Management Support. Electronic Journal of E-Learning, 22(8), 93–105. https://doi.org/10.34190/ejel.22.8.3358
Ouyang, R.-G., Long, Y., Zhang, J.-Q., & Cao, Z. (2023). Interventions for improving self-efficacy in patients after stroke based on self-efficacy-related principles of Bandura’s cognition theory: a systematic review and meta-analysis. Topics in Stroke Rehabilitation, 30(8), 820–832. https://doi.org/10.1080/10749357.2023.2172832
Pan, X. (2022). Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1000069
Pramesworo, I. S., Sembiring, D., Sarip, M., Lolang, E., & Fathurrochman, I. (2023). Identification of New Approaches to Information Technology-Based Teaching for Successful Teaching of Millennial Generation Entering 21st Century Education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(1), 350–370. https://doi.org/10.25217/ji.v8i1.2722
Qi, S., & Derakhshan, A. (2025). Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic emotions and academic performance. Education and Information Technologies, 30(7), 8611–8636. https://doi.org/10.1007/s10639-024-13167-z
Quibrantar, S. M., & Ezezika, O. (2023). Evaluating student engagement and experiential learning in global classrooms: A qualitative case study. Studies in Educational Evaluation, 78, 101290. https://doi.org/10.1016/j.stueduc.2023.101290
Rakha, A. H. (2025). Promoting online teaching through active learning strategies: applications and innovations. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1546208
Rasimin, Semma, A. B., Zakiyuddin, Ali, M., & Helmy, M. I. (2024). Multi-dimensional challenges in the Indonesian social science information technology-based learning: A systematic literature review. Heliyon, 10(7), e28706. https://doi.org/10.1016/j.heliyon.2024.e28706
Rawal, A. P. (2025). Exploring the community of inquiry framework in higher education: a bibliometric analysis. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2460224
Revishvili, M., & Tsereteli, M. (2024). The psychological mechanism of self-regulated learning in a technology-enhanced environment. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2372153
Rintaningrum, R. (2023). Technology integration in English language teaching and learning: Benefits and challenges. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2164690
Sain, Z. H., Thelma, C. C., & Sain, S. H. (2025). Tech-Driven Teaching: Analyzing Academic Research on Educational Integration of Technology. International Journal of Higher Education Management, 11(1). https://doi.org/10.24052/IJHEM/V11N01/ART-1
Shadiev, R., & Yu, J. (2024). Review of research on computer-assisted language learning with a focus on intercultural education. Computer Assisted Language Learning, 37(4), 841–871. https://doi.org/10.1080/09588221.2022.2056616
Shah, M. A. (2022). Teachers as Reflective Practitioners: From Individualism to Vygotskian Social Constructivism. Alberta Journal of Educational Research, 68(3), 297–307. https://doi.org/10.55016/ojs/ajer.v68i3.68598
Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the Community of Inquiry framework for online learning. Educational Psychologist, 57(3), 148–161. https://doi.org/10.1080/00461520.2022.2089989
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2024). AI‐driven adaptive learning for sustainable educational transformation. Sustainable Development. https://doi.org/10.1002/sd.3221
Teng, Y., & Wang, X. (2021). The effect of two educational technology tools on student engagement in Chinese EFL courses. International Journal of Educational Technology in Higher Education, 18(1), 27. https://doi.org/10.1186/s41239-021-00263-0
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Wang, C., Chen, X., Yu, T., Liu, Y., & Jing, Y. (2024). Education reform and change driven by digital technology: a bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11(1), 256. https://doi.org/10.1057/s41599-024-02717-y
Wang, J., Tigelaar, D. E. H., Zhou, T., & Admiraal, W. (2023). The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education: A systematic review with meta‐analysis. Journal of Computer Assisted Learning, 39(2), 301–328. https://doi.org/10.1111/jcal.12759
Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.992372
Wibowo, G. A., Karim, A. A., Hasan, S. H., & Ruhimat, M. (2023). Use of Technology in Active Learning: Increasing Student Interaction and Engagement. Al-Hijr: Journal of Adulearn World, 2(4), 271–293. https://doi.org/10.55849/alhijr.v2i4.539
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning (EduLearn), 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Wu, Z., & Huang, R. (2025). The impact of digital transformation on the quality of college English teaching: the mediating role of teachers’ support. Asia Pacific Journal of Education, 1–17. https://doi.org/10.1080/02188791.2025.2467941
Yahiaoui, F., Aichouche, R., Chergui, K., Brika, S. K. M., Almezher, M., Musa, A. A., & Lamari, I. A. (2022). The Impact of e-Learning Systems on Motivating Students and Enhancing Their Outcomes During COVID-19: A Mixed-Method Approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.874181
Yousefi, M., & Mahmoodi, M. H. (2022). The L2 motivational self‐system: A meta‐analysis approach. International Journal of Applied Linguistics, 32(2), 274–294. https://doi.org/10.1111/ijal.12416
Zamir, S., & Wang, Z. (2023). Uncovering Covid-19, distance learning, and educational inequality in rural areas of Pakistan and China: a situational analysis method. Humanities and Social Sciences Communications, 10(1), 679. https://doi.org/10.1057/s41599-023-02025-x
Zhang, Yating, & Miao, Z. (2025). Enhancing EFL Learners’ Engagement and Motivation Through Immersive Technologies: The Role of Artificial Intelligence, Augmented Reality, Virtual Reality, and Mobile Applications. European Journal of Education, 60(2). https://doi.org/10.1111/ejed.70128
Zhang, Yue, & Liu, G. L. (2025). Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: an explanatory mixed-method study. Computer Assisted Language Learning, 38(5–6), 1113–1140. https://doi.org/10.1080/09588221.2023.2267627
Zhao, J., Li, X., & Liao, H. (2025). Effect of L2 motivation on use behavior of translation technologies among English-related majors: Mediating effects of performance expectancy and L2 grit. Language Teaching Research. https://doi.org/10.1177/13621688251352261
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1562391
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Educational Qualitative Quantitative Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
