EVALUATING THE EFFECTS OF DIGITAL TECHNOLOGIES, SMART LEARNING TOOLS, AND ADMINISTRATIVE SUPPORT SYSTEMS ON ENGLISH LANGUAGE LEARNING MOTIVATION AMONG ARAB UNIVERSITY STUDENTS FROM EAST JERUSALEM
Jul 2026· European Journal of Education Studies· 0 citations· 13 references
TL;DR
It is concluded that strengthening digital learning ecosystems can significantly enhance English language learning motivation among Arab university students in East Jerusalem and recommends integrating AI-based applications into English language instruction through structured pedagogical practices, improving digital infrastructure, strengthening speaking and pronunciation programs, and providing continuous institutional support to maximize learning outcomes.
Abstract
This study investigated Arab university students’ evaluations of the impact of digital technologies, smart learning tools, and administrative support systems on English language learning motivation in universities in East Jerusalem. A mixed-methods approach was employed to provide a comprehensive understanding of the research problem. The quantitative component adopted a descriptive-correlational design and involved a stratified random sample of 279 university students who completed a validated questionnaire. The qualitative component consisted of semi-structured interviews with selected students to explore their experiences with technology-enhanced English learning. The findings revealed that students generally perceived digital technologies and smart learning tools as significant contributors to enhancing their motivation to learn English. These technologies increased engagement, improved access to learning resources, supported learner autonomy, and facilitated the development of language skills, particularly vocabulary, writing, speaking, and pronunciation. Administrative support systems were perceived at a moderate level, reflecting their indirect but important role in creating supportive learning environments through technological infrastructure and institutional services. Qualitative findings further highlighted the value of artificial intelligence applications, such as ChatGPT, Gemini, and Google Translate, in providing immediate feedback, improving writing and vocabulary, and encouraging independent learning. However, participants also identified challenges, including unstable internet connectivity and differences in institutional support. Overall, the integration of quantitative and qualitative findings suggests that the effectiveness of digital learning tools depends not only on their availability but also on adequate administrative support and technological infrastructure. The study concludes that strengthening digital learning ecosystems can significantly enhance English language learning motivation among Arab university students in East Jerusalem. It recommends integrating AI-based applications into English language instruction through structured pedagogical practices, improving digital infrastructure, strengthening speaking and pronunciation programs, and providing continuous institutional support to maximize learning outcomes.
This paper seeks to investigate the use of digital learning technologies in fostering interactive learning among education postgraduate students and in-service teachers at Ajman University, UAE. Using a descriptive-analytical approach, data were collected through a survey of 156 participants who were enrolled in the postgraduate diploma in education at Ajman University for the year 2025/2026. The findings suggest that participants reported high levels of digital learning technologies incorporation in learning and generally perceived them as having a positive effect on their learning experiences in the area of interactive learning. Most participants showed interest in reading and writing assignments on electronic devices and used interactive learning technologies, as well as audios and visuals. Participants also reported a perceived positive influence of digital learning technologies on interaction, motivation, and concentration and engagement in the process of learning. However, a number of challenges were identified, including technological, administrative, and instructional barriers that may affect the use of digital learning technologies negatively. The study contributes both theoretically and practically to the growing conversation around educational innovation, offering grounded recommendations for institutions seeking to integrate digital learning technologies more effectively into higher education learning environments.
M. Eltahir, Elham I. Yahia, N. A. Osman et al.· Frontiers in Education· 0 citations
The primary objective of this study is to evaluate the impact of Information and Communication Technology (ICT) on college education. Specifically, it aims to assess how integrating digital tools transforms traditional instruction into interactive, student-centered learning, improves student engagement, and identifies key barriers educators face during implementation. In the present study Desk research method or documentary survey/review method was used to obtain relevant data. The study used qualitative research methods (evaluating text, meaning, or themes). The study highlights that the integration of Information and Communication Technology (ICT) has significantly enhanced teaching and learning processes in Indian higher education by improving student motivation, active participation, knowledge retention, and personalized learning experiences. Interactive multimedia, internet-supported resources, and digital tools have transformed traditional classrooms into learner-centered environments that accommodate diverse learning styles and foster greater academic engagement. However, the adoption of comprehensive Learning Management Systems (LMS) remains limited despite the widespread use of basic digital tools such as Google Meet, Microsoft Teams, and multimedia resources. The findings identify major barriers to effective ICT integration, including inadequate infrastructure, unreliable internet connectivity, limited access to digital devices, insufficient regional digital content, and a lack of continuous techno-pedagogical training for educators.
Jangkholun Mate, Hoikhokim· International Journal For Mu...· 0 citations
The study concludes that while digital tools offer transformative potential, their effectiveness depends on structured institutional support and teacher professional development, and prominent challenges include the digital divide and unequal access to infrastructure, varying levels of digital literacy among both students and educators, and technical glitches.
Gurpreet Kaur Phander Gurmeet Singh, Nur Aina Fatini Norhaslizam, Zamri Mahamod· International journal of res...· 0 citations
This study investigates the perceptions and motivation of both teachers and students regarding the use of technology in English language instruction at two central Algerian universities, Ziane Achour University of Djelfa and Ammar Theliji University of Laghouat. Technology has become an increasingly influential force in higher education, yet its motivational role in under resourced English language learning contexts remains insufficiently understood. In this study, technology refers to educational digital tools used in English language learning, including multimedia resources, mobile applications, online platforms, presentation tools, and communication technologies. Employing a qualitative research design, data were collected through semi structured interviews with fifteen university teachers and focus group discussions with twenty five students from the English Language departments in the selected universities. Analysed using Braun and Clarke’s (2006) reflexive thematic analysis. The findings reveal that bot h teachers and students generally perceive technology as a powerful motivational and pedagogical resource that supports engagement, autonomy, and collaboration. At the same time, the results highlight persistent challenges, including limited resources, inadequate training, and unsupportive institutional environments. The study concludes that although there is strong support for integrating technology into English language education, its motivational effectiveness depends substantially on institutional support, digital literacy, and balanced pedagogical implementation rather than on access to technology alone.
Snani Nourhane, Merdjani Imane, Boukhechba Hicham et al.· Journal of education and sci...· 0 citations
The research problem centred on understanding the impact of digital tools on English language learning outcomes and pinpointing obstacles to successful integration, and it was crucial to assess their efficacy and identify barriers.
Houreia Naji Elmansoury· Al-Farooq Journal of Science...· 0 citations
The rapid shift toward digital transformation and the increasing adoption of educational technology in higher education has highlighted student expectation as a crucial factor to optimize Learning Management Systems (LMS) in blended environments. This study investigates English-major students’ expectations for blended translation learning on LMS at public university in Vietnam. A cross-sectional survey design was employed, utilizing a questionnaire comprising 21 Liker-scale items and one open-ended question distributed to 87 participants. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings reveal that students possessed consistently high expectations across four major dimensions of LMS-integrated translation courses. Ranked in descending order of expectation levels, these dimensions include platform features and course management, learning content and professional translation skills, instructional design, and technical support. The participants particularly envisioned a comprehensive blended learning environment where effective pedagogy, practical course materials, solid technology, and strong support mechanisms merge to deliver engaging and inclusive learning. Based on these empirical insights, the study proposes some useful recommendations for instructional designers and higher education practitioners to refine LMS platform functionality, improve translation pedagogical strategies on blended learning environments and foster more effective and equitable translation education.
N. Dang, Linh Chi Nguyen, V. Ngô· International journal of res...· 0 citations
