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Higher Learning Research Communications

Digital Object Identifier

10.18870/hlrc.v16i1.1615

ORCID

Wajeeh Daher, https://orcid.org/0000-0002-8207-0250; Ahlam Anabousy, https://orcid.org/0000-0002-3202-4088; Ahmad Amer, https://orcid.org/0000-0003-1470-7894; Nael Issa, https://orcid.org/0000-0001-8093-9613

Abstract

Learning English as a second language (ESL) can be challenging for students, so it is essential to keep them motivated. One way to motivate students is through electronic programs (e-programs) that can enhance their motivation to learn. This research examined student learning motivation through the lens of the self-determination theory (SDT), with 39 preparatory-year students participating and learning in a blended context. Nine students were interviewed regarding their motivation to learn English using the electronic program, and both quantitative and qualitative research methods were used to examine participants’ motivation to learn English in that context. The quantitative results indicated that each of the six motivational components levels were normal, with only the competence satisfaction domain significantly differing based on English ability. In addition, research results indicated that only autonomy satisfaction showed significant differences among preparatory-year students due to technology ability. Qualitative results revealed both positive and negative perceptions of the e-program among preparatory-year students, with positive aspects enhancing students’ ESL learning experience while negative aspects helped contribute to dissatisfaction and frustration in motivational domains. We recommend that e-programs adopt the positive properties revealed by the present study, as the inclusion of these activities involves different aspects of language, and—at the same time—tries to overcome its negative properties. It was found that limiting student freedom is specifically related to open-ended questions.

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