English learning motivation among students in grades 10 and 11 in digital learning contexts: current patterns and an experimental study

Annotatsiya

Motivation to learn English among students in grades 10 and 11 can reflect academic goals, future opportunities, interest in the language, and enjoyment of learning activities. This study examines whether participation in a specified digital English learning experience is associated with changes in students’ intrinsic and extrinsic motivation, while also considering instrumental and integrative reasons for learning. These forms of motivation are treated as distinct: interest or satisfaction during a task differs from pursuing an outcome such as a grade, and both differ from longer-term goals such as career prospects or communication. Previous research describes immersive digital environments that enable interaction through text or voice, avatars, and activities such as roleplay. Reviews report opportunities for communication beyond classroom time and place, alongside increased participation and reduced anxiety in the environments examined. These findings do not establish the effects of a particular activity on secondary students. The proposed study therefore calls for a defined intervention and comparison condition, with motivation assessed before and after participation. A quasi-experimental design may be appropriate where random assignment is impractical, although group comparability must be considered when interpreting differences. Student accounts should identify the activity, interactions, feedback, and perceived value they experienced.