Aug 2026· IJORER : International Journal of Recent Educational Research· pp. 17-33· 0 citations· 51 references
TL;DR
The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace and encourages them to engage more actively in English learning through various digital practices outside the formal education setting.
Abstract
Objective: Many students today consider English as an essential requirement for entering the workforce, especially because professional activities are increasingly conducted in the digital realm. Platforms like LinkedIn are more frequently exposing students to the use of English in real professional contexts, ranging from preparing for the job application process to the demands of professional communication in English. This situation encourages students to pay more attention to learning English through various digital media outside the classroom. The purpose of this research is to examine the relationship between career-oriented motivation and EFL learners’ engagement in learning English on LinkedIn as a professional digital space. Method: This research uses a mixed-method approach with a sequential explanatory design and involves 28 advanced students from English education programs at two universities in Probolinggo. Data were collected using two main instruments: questionnaires and daily reflection journals. Quantitative data were analyzed using descriptive statistics and Chi-square tests, while qualitative data were analyzed thematically. Findings: The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace. This exposure is linked to students’ growing awareness that English is a crucial component of professional development. Although motivation levels did not show a significant correlation with the frequency of LinkedIn use, students with stronger professional motivation tended to practice professional English communication more actively in the digital space. Novelty: This study expands research on informal digital English learning (IDLE) by demonstrating that professional digital platforms such as LinkedIn help shape EFL learners’ perceptions of the importance of English in the workplace and encourage them to engage more actively in English learning through various digital practices outside the formal education setting.
Students' motivation remains a central issue in English as a foreign language learning because it influences their willingness to participate, persist, communicate, and develop autonomous learning habits. In many classroom contexts, students still perceive English as difficult, distant from daily communication, and strongly associated with examination pressure. Digital-based instruction offers opportunities to increase motivation by providing multimodal input, interactive tasks, immediate feedback, flexible access, and more authentic exposure to English. However, the motivational role of digital instruction depends on how students experience the learning process, not merely on the presence of technology. This study aims to explore students' motivation in learning English through digital-based instruction in Indonesian EFL school contexts. A qualitative case study design was employed. Data were collected through semi-structured interviews, focus group discussions, classroom observations, students' reflective journals, and learning document analysis. The participants consisted of 36 junior secondary students and two English teachers. The data were analyzed thematically. The findings revealed four major themes: digital-based instruction increased situational interest, supported learner autonomy, strengthened confidence through feedback and peer interaction, and created motivational tensions related to distraction, access, fatigue, and English anxiety. The study concludes that digital-based instruction can enhance students' motivation when digital tools are pedagogically structured, emotionally supportive, interactive, and aligned with students' language needs. Technology should therefore be treated as a motivational mediator rather than as an automatic solution for English learning.
Cempa Huzaimah, Inayatul Muntaqiyah· Sensei International Journal...· 0 citations
The rapid growth of digital technologies has transformed English as a Foreign Language (EFL) learning, particularly in informal settings beyond the classroom. While research has extensively examined technology-enhanced language learning in formal instructional contexts, less is known about how learners in resource-constrained settings exercise autonomy and self-regulation through digital tools in everyday lives. This qualitative case study investigates how EFL undergraduate students in Majene, West Sulawesi, use digital technologies to develop autonomous English learning practices outside the formal classroom. Primary data were collected through in-depth semi-structured interviews with 12 purposively selected participants, supplemented by descriptive questionnaire data from 35 students for methodological triangulation. This study explores what types of digital platforms are selected, why they are selected, what self-regulation strategies are employed, and what challenges are faced. The results suggest that learners mainly use social media platforms (TikTok, YouTube, Instagram) and game-based language apps (Duolingo) to facilitate both incidental and intentional English learning. Thematic analysis showed three key dimensions of technology-based autonomous learning, namely: (1) Technology Selection and Motivational Orientation, (2) Self-Regulatory Strategies in Technology-Mediated Learning, and (3) Challenges and Adaptive Responses.
Putu Wahyu Sudewi, Andi Mega Januarti Putri, Nurul Imansari· GLENS: Global English Insigh...· 0 citations
This study targets to contribute to the rapidly growing literature on self-regulated learning in technology-mediated educational environments. It aims to investigate Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve students' self-regulation and English language proficiency. This study adopted an embedded mixed-methods case study design. The study used a mix methods data analysis approach, combining quantitative data derived from Moodle learning analytics and students’ performance results, and qualitative data obtained from focus group discussions and classroom observations. The sampling technique was purposive, focusing on participants comprising 120 students with 60 students in each class, enrolled in five-month compulsory English language courses at an Omani university. The findings revealed uneven engagement patterns with the Moodle platform, with students largely focusing on completing graded tasks and assignments to pass compulsory English courses while paying inadequate attention to enhancing their overall English language proficiency. Self-regulatory behavioral patterns were characterized by instability and irregularity, revealing notable struggles in managing learning behaviors and sustaining engagement with Moodle-supported learning activities. The findings also demonstrated that students repeatedly used AI tools and the statistical data showed almost half of the students either failed or received D grade due to poor self-regulation. This study indorses the pedagogically guided integration of AI within Moodle platform, yet the development of an AI-enhanced Moodle platform remains a significant challenge for the concerned stakeholders, requiring a combination of pedagogical and technical expertise.
Saleh Al Himali, Mohd Haniff Mohd Tahir, Ahmed Al Rahbi et al.· International journal of res...· 0 citations
Digital platforms are increasingly transforming how vocational students practise English speaking beyond conventional classroom interaction. However, limited empirical attention has been given to how social media-based learning and learning management systems jointly support English for Specific Purposes (ESP) speaking practice in technical education, particularly among Mechanical Engineering students. Addressing this gap, this study examined students’ perceptions of TikTok and Edlink as complementary platforms for ESP speaking practice and investigated whether satisfaction with speaking progress predicted their intention to continue using digital speaking platforms. A descriptive quantitative design, supported by students’ reflective responses, was employed with 60 Mechanical Engineering students at Banjarmasin State Polytechnic. Data were collected through a 34-item Likert-scale questionnaire and analysed using descriptive percentage analysis, simple linear regression, and ANOVA. The findings showed that students’ overall perceptions were predominantly neutral, with only one item, motivation to complete speaking tasks through TikTok compared with traditional classroom activities, reaching a high category. TikTok was perceived as useful for increasing motivation, confidence, and willingness to practise speaking, while Edlink was valued for its structured learning pathway, task organization, feedback, and academic alignment. Regression analysis revealed that satisfaction with ESP speaking progress significantly predicted continuance intention, explaining 58.4% of the variance in students’ intention to keep using digital platforms. This study offers an original contribution by positioning TikTok and Edlink not as competing tools but as complementary components of a blended ESP learning ecosystem, with implications for designing more engaging, structured, and sustainable speaking instruction in vocational higher education.
R. Ningsih, Elsa Rosalina, V. Umar et al.· Utamax Journal of Ultimate R...· 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
This study aims to examine the preferences of undergraduate English students in Aceh in utilizing social media as a secondary learning resource in English learning. The study used a descriptive quantitative approach with data collection techniques through questionnaires distributed to English students from several universities in Aceh. Data were analyzed descriptively to identify the types of platforms used, the purposes of use, and students' perceptions of the benefits of social media in language learning. The results show that social media plays a significant role as a supplementary learning resource outside of formal classroom learning. The most frequently used platforms include WhatsApp, Instagram, TikTok, YouTube, Facebook, Telegram, and X, which are used for vocabulary development, listening and speaking practice, reading improvement, and writing skills. Students tend to choose platforms that are easily accessible, interactive, flexible, and provide authentic English content. These findings confirm that the use of social media encourages the development of digital literacy and student learning autonomy. This study provides an empirical contribution to the development of technology-based English learning strategies and serves as a reference for educators and educational institutions in integrating social media more effectively in the learning process.
Katiara Katiara, M. Syahputra, S. Fahmi· PEDAGOGIC: Indonesian Journa...· 0 citations