This study explored the complex interplay between technological self-efficacy, intrinsic motivation, and e-learning strategy use among three advanced university students enrolled in an online English language program at a university in a Middle Eastern region. The findings, gleaned from semi-structured interviews, observations, and document analysis, revealed a rich tapestry of experiences and highlighted the following key themes:
1. E-Learning Strategies: A Diverse Toolkit
Table 1, showcasing the results of the study, provides evidence supporting Hypothesis 1. The findings indicate that advanced university students in the Middle Eastern region utilize a diverse array of e-learning strategies. These strategies can be categorized into three main types: cognitive, metacognitive, and social-affective, suggesting a multifaceted approach to online learning.
Table 1
E-Learning Strategies Employed by Participants
| Strategy Category | Themes | Examples |
| Cognitive | - Vocabulary Acquisition | - Utilizing dictionaries and online resources |
| - Grammar Rules | - Using flashcards and online games for vocabulary practice |
| - Reading Comprehension | - Engaging in extensive reading of English materials |
| - Writing Practice | - Practicing writing through online exercises, essays, and collaborative writing projects |
| - Technology as a Tool | - Using technology to access information, practice skills, and connect with others |
| Metacognitive | - Self-Monitoring | - Identifying strengths and weaknesses; reflecting on learning processes and progress |
| - Planning and Organization | - Planning study sessions effectively; scheduling time for online activities; setting learning goals |
| - Adapting Learning Approaches | - Modifying learning strategies based on individual needs; seeking additional resources; adjusting strategies based on challenges encountered |
| - Learner Agency | - Taking ownership of learning by actively choosing strategies and making decisions about their learning process |
| Social-Affective | - Collaboration | - Participating in online discussions and group activities; working collaboratively on projects |
| - Feedback Seeking | - Seeking feedback from peers and instructors through online forums or during virtual sessions |
| - Self-Reflection | - Reflecting on learning processes, emotions, and challenges; analyzing successes and failures to inform future strategies |
| - Emotional Management | - Managing anxieties and frustrations associated with online learning |
| - The Power of a Supportive Learning Environment | - Participating in online forums and group discussions to connect with other learners; feeling a sense of belonging in the online learning environment; receiving encouragement and support from peers and instructors |
| | - Motivation and Goal Setting | - Having a clear vision for their English learning goals; staying motivated by focusing on the benefits of improving their English skills |
The analysis revealed that students actively employed a diverse range of learning strategies, demonstrating their adaptability and engagement in online learning. This suggests a proactive approach to managing the unique challenges and opportunities of online education.
For example, one student highlighted the use of cognitive strategies to enhance their understanding: “I find that using online dictionaries and grammar resources really helps me to understand new vocabulary and grammar rules.” This exemplifies the use of external tools and resources to facilitate comprehension.
Another student underscored the importance of metacognitive strategies for effective learning: “I try to plan my study time carefully and break down the course materials into manageable chunks. This helps me stay focused and on track.” This demonstrates the student's self-awareness and ability to regulate their own learning by optimizing time management and information processing.
Furthermore, the significance of social-affective strategies was evident in a student's comment: “I really appreciate being able to participate in online discussions and get feedback from my peers and instructors. It helps me learn from different perspectives and feel more connected to the learning community.” This highlights the value of online interaction and the role of social engagement in fostering a sense of belonging and promoting collaborative learning.
Figure 1, a wordcloud generated from student responses, provides compelling visual evidence supporting Hypothesis 1. The figure demonstrates the diverse range of learning strategies employed by students, highlighting the prominent role of cognitive strategies.
The central cluster of terms in the wordcloud, including "dictionary," "grammar," "vocabulary," "practice," "exercises," "reading," "writing," "understand," "learn," and "improve," reveals a strong emphasis on vocabulary acquisition, grammar rules, reading comprehension, and writing practice. This suggests a direct and conscious effort by students to actively engage in activities that enhance their English language skills.
The prominence of these terms further supports the notion that students are actively utilizing cognitive strategies to improve their language proficiency within the online learning environment. The wordcloud effectively visualizes the strategies students rely upon, providing a tangible representation of their active learning process.
Smaller clusters offer further insights. The first cluster, comprising terms like "plan," "organize," "monitor," "assess," "feedback," "reflect," and "adjust," suggests the use of metacognitive strategies. This cluster indicates an awareness of the learning process and a conscious effort to adapt strategies based on individual needs. Finally, the cluster containing terms like "discuss," "collaborate," "feedback," "group," "support," "interact," "peers," "instructor," and "forum" suggests the use of social-affective strategies. Students are actively engaging in collaborative activities, seeking feedback from peers and instructors, and participating in online forums, highlighting a strong emphasis on social interaction within the e-learning environment.
The theme of 'Social Interaction and Support' emerged, revealing the value of online interaction in fostering a sense of community and shared learning. The importance of social interaction and support aligns with the Social Cognitive Theory's emphasis on the environmental factors that influence learning. The online learning environment provided opportunities for the participants to connect with peers and instructors, creating a sense of community and shared learning. This finding suggests that online learning environments should provide opportunities for social interaction and collaboration, as this can have a positive impact on learners' motivation, engagement, and learning outcomes.
2. Attitudes, Motivations, and Beliefs Influencing Strategy Use:
The findings support Hypothesis 2, showing a strong correlation between positive attitudes, high intrinsic motivation, and strong beliefs in one’s ability to learn English and the use of diverse e-learning strategies.
Positive Attitudes: Participants with positive attitudes towards e-learning embraced the flexibility, accessibility, and interactive nature of the online platform. Participant 1's interview highlighted their appreciation for the flexibility offered by online learning, stating: "I really enjoy the flexibility of online learning. It allows me to study at my own pace and choose the learning materials that best suit my needs." Observations showed all three participants actively engaging with the interactive features of the platform. For example, during a virtual classroom session, Participant 2 consistently used the interactive whiteboard to participate in discussions and ask clarifying questions. The theme of 'Flexibility and Adaptability' emerged, showcasing the participants' ability to adjust their learning strategies based on their individual needs and the specific challenges of the online learning environment. This finding aligns with the Social Cognitive Theory's emphasis on the dynamic interaction between personal and environmental factors. The participants' ability to adapt their learning strategies to the demands of the online environment reflects their ability to self-regulate their learning and to make adjustments based on their individual needs and the specific challenges they face. This suggests a high level of self-awareness and adaptability, which are crucial for successful learning in a constantly changing environment. This finding highlights the importance of providing a flexible and supportive online learning environment that allows learners to adapt their strategies to their individual needs and preferences. This suggests that a more flexible and learner-centered approach to e-learning can lead to more positive learning outcomes.
Intrinsic Motivation: Students with a strong desire to learn English for personal growth and future opportunities demonstrated greater initiative and a willingness to adopt diverse strategies to achieve their goals. Participant 3's course reflection documented their commitment to improving their English skills for future study abroad opportunities, writing: "I'm really committed to improving my English because I want to study abroad in the future. I believe that if I work hard, I can achieve my goals." This intrinsic motivation translated into consistent effort and a willingness to explore various learning materials and strategies. Participant 3 consistently engaged with additional materials beyond the required course content, demonstrating their proactive approach to learning. The theme of motivation and goal setting emerged as a recurring theme; participants demonstrated a high level of intrinsic motivation, often driven by their personal goals and aspirations for future success. This theme supports the Social Cognitive Theory's emphasis on the role of personal factors in influencing learning. The participants' intrinsic motivation was a key driver of their engagement in the online learning environment, demonstrating the importance of fostering a learner-centered approach that encourages personal goals and aspirations. This finding highlights the significance of intrinsic motivation in supporting advanced learners' use of e-learning strategies, particularly when working towards specific goals and aspirations. It suggests that educators should focus on fostering intrinsic motivation as a means of encouraging active learning in online environments.
Strong Beliefs: Participants who believed in their ability to learn English exhibited greater confidence in using diverse e-learning strategies. Participant 2’s interview highlighted their belief in their ability to learn English, stating: "I know I can learn English if I put in the effort. I'm not afraid to ask for help when I need it." This self-efficacy led to greater persistence and a willingness to seek out support when needed. When encountering difficulties with a particular exercise, Participant 2 actively sought help from the instructor and peers, demonstrating their willingness to learn and improve. Of relevance is the theme of Challenges and Frustrations which is the antithesis of intrinsic motivation. This theme emerged, acknowledging the difficulties that learners face in navigating an online learning environment. These challenges often stemmed from technical issues, lack of structure, or feelings of isolation. This theme highlights the importance of creating a supportive and user-friendly online learning environment that addresses potential challenges and frustrations. Learners may face technical difficulties, lack of structure, or feelings of isolation. These challenges can negatively impact their motivation and engagement. Educators should be aware of these challenges and work to create a learning environment that minimizes these barriers. This finding underscores the need to address the challenges faced by learners in online environments to promote positive learning outcomes. This suggests that educators should focus on creating user-friendly platforms, providing clear instructions, and fostering a sense of community and connection to help learners overcome these challenges and feel more supported in their learning journey.
3. Technological Self-Efficacy and Intrinsic Motivation: Shaping Strategy Choices
To further explore the intricate relationship between technological self-efficacy, intrinsic motivation, and e-learning strategy utilization, this study employed a qualitative data analysis approach. Three participants' self-reflection journals served as the primary data source, subjected to in-vivo coding, a technique meticulously identifying and classifying the precise language used by participants. This allowed for a nuanced examination of their experiences, capturing the specific vocabulary and phrasing that reflects their individual perspectives. To visually illustrate the connections between these learner variables and their strategy choices, a word cloud was generated (Fig. 2). This representation, based on the frequency of coded terms, offers a visual illustration of the prominent themes and connections identified within the data.
The word cloud analysis, centered on the theme of "positive," visually supports Hypothesis 2, indicating a strong correlation between technological self-efficacy, intrinsic motivation, and the adoption of diverse e-learning strategies. Figure 2 reveals distinct patterns in the experiences of the three participants.
Participant 1 demonstrates a prominent cluster of positive terms such as "enjoy," "love," "confident," "motivated," "diverse strategies," and "community," reflecting a positive attitude, high intrinsic motivation, and strong belief in their ability to learn English. This cluster further emphasizes their active engagement, seeking support, and embracing different learning approaches. Additionally, terms like "accessible," "flexible," and "convenient" highlight their appreciation for the e-learning environment's accessibility and adaptability.
In contrast, Participant 2's word cloud showcases a mix of terms reflecting uncertainty, struggles with motivation, and a desire for more engaging strategies. Words like "not sure," "isolating," "busy," "sidetracked," and "engaging" illustrate their mixed attitude, lower intrinsic motivation, and uncertain belief in their ability to succeed in the online environment. The cluster of terms around "motivation" and "engaging" suggests their need for a more compelling learning experience.
Participant 3 presents a cluster of negative terms, such as "dislike," "distractions," "minimum amount of work," and "not sure," highlighting their negative attitude, low intrinsic motivation, and weak belief in their ability to learn. These terms are clustered around "hard," "struggles," and "afraid," further reflecting their reluctance to engage and their lack of confidence in their learning ability.
This wordcloud analysis provides visual evidence for the relationship between learner variables and strategy use. The size and prominence of different clusters support the notion that learners with positive attitudes, high intrinsic motivation, and strong beliefs are more likely to actively engage in e-learning and explore diverse strategies to enhance their language learning. Conversely, learners with negative attitudes, low intrinsic motivation, and weak beliefs are less likely to embrace the e-learning environment and explore diverse learning strategies. This observation underscores the importance for e-learning platforms and educators to consider these factors when designing learning experiences and providing support for diverse learners.
The theme of 'The Power of a Supportive Learning Environment' emerged, emphasizing the importance of social interaction, feedback, and encouragement in facilitating successful e-learning. This theme aligns with the Social Cognitive Theory's emphasis on the role of the environment in shaping learning. The participants' positive experiences with social interaction and support highlight the importance of fostering a sense of community and connection within online learning environments. This suggests that a supportive learning environment, characterized by strong social interaction, positive feedback, and encouragement, is crucial for promoting motivation, engagement, and success in online learning. This finding highlights the critical role of the learning environment in shaping e-learning experiences. It underscores the importance of creating online learning environments that provide opportunities for social interaction, feedback, and support to help learners feel more connected, engaged, and motivated. This finding supports the study's hypothesis that a supportive online learning environment can lead to more positive learning outcomes for advanced university students.
4. Technological Self-Efficacy, Intrinsic Motivation, and E-Learning Success
While a quantitative correlation could not be established due to the small sample size, qualitative analysis revealed a strong connection between the use of diverse e-learning strategies, technological self-efficacy, intrinsic motivation, and a perceived sense of success in the online learning environment.
Strategic Engagement and Self-Efficacy
Participants who consistently employed a wider range of cognitive, metacognitive, and social-affective strategies, particularly those who felt confident in their ability to utilize online tools and resources, demonstrated greater confidence and fluency in their English language skills. One student noted, “I can feel myself becoming more fluent and confident when speaking English. I'm able to express myself more clearly and easily.”
Intrinsic Motivation and Perseverance
Students who were highly motivated to improve their English, driven by personal goals or future aspirations, not only engaged in more strategic learning but also exhibited greater self-efficacy and perseverance. They often expressed a commitment to working hard and making progress. For example, one participant wrote in their journal, “I believe in myself and my ability to learn English. I’m committed to working hard and making progress.”
Figure 3, a word cloud analysis, provides compelling visual evidence supporting the hypothesis that participants actively engaging in diverse learning strategies demonstrate enhanced confidence in their English skills. The prominence of "strategies," "learning," and "interaction" underscores the central role of active engagement in the learning process.
Furthermore, the appearance of "participant" further emphasizes the crucial role of learner agency and active participation. Additionally, terms like "improve," "fluent," "communicate," and "express" highlight the connection between strategic engagement and improved language fluency, reinforcing the relationship between strategic learning and improved language proficiency. Participants demonstrated a strong sense of agency in their learning, actively choosing strategies that aligned with their individual needs and preferences. For example, Participant 1 stated, "I like to explore different resources and try out new strategies. I don't want to be stuck with just one method. I want to be in control of my learning." This desire for control and exploration was evident across all three participants, suggesting a sense of ownership and self-direction in their approach to online learning.
The word cloud visually reinforces the findings of the study, providing a compelling illustration of the positive impact of active learning strategies on confidence and language development.
Qualitative analysis of participant reflections and interview data further supports these findings. A prominent cluster of positive terms, including "enjoyable," "motivated," "helping," "committed," and "believe," reflects a positive attitude and strong belief in one's ability to learn. This cluster is interconnected with terms like "goals," "success," and "really," highlighting a strong sense of self-efficacy and perseverance. The presence of words like "community," "support," and "interaction" underscores the significance of a positive and collaborative learning environment in fostering language development.
Taken together, these findings suggest a strong association between technological self-efficacy, intrinsic motivation, and a positive e-learning experience, ultimately contributing to perceived success in English language acquisition.
Strategic Engagement and Self-Efficacy
Participants who consistently employed a wider range of cognitive, metacognitive, and social-affective strategies, particularly those who felt confident in their ability to utilize online tools and resources, demonstrated greater confidence and fluency in their English language skills. One student reflected, “I can feel myself becoming more fluent and confident when speaking English. I'm able to express myself more clearly and easily.” In contrast, a participant who expressed more limited confidence in their technological skills and struggled with motivation noted, “I’m not sure if I’m really improving. It’s hard to stay motivated.”
Intrinsic Motivation and Perseverance
Students who were highly motivated to improve their English, driven by personal goals or future aspirations, not only engaged in more strategic learning but also exhibited greater self-efficacy and perseverance. They often expressed a commitment to working hard and making progress. For example, one participant wrote in their journal, “I believe in myself and my ability to learn English. I’m committed to working hard and making progress.” On the other hand, a participant who expressed less intrinsic motivation and a weaker belief in their ability to learn English reflected, "I’m not sure if I can actually learn English. It seems too difficult."
These findings highlight the importance of fostering a positive learning environment that cultivates technological self-efficacy and motivates students to actively engage with the learning process.
5. Shaping E-Learning Experiences: The Impact of Contextual Factors
The data suggests that the design and structure of the online learning environment, including curriculum design, assessment practices, virtual classroom instruction, and opportunities for peer interaction, significantly shape learners’ experiences, influencing their strategy use, motivation, and overall engagement.
Curriculum Design
A well-structured curriculum with engaging online materials, interactive activities, and clear learning objectives was crucial in promoting student engagement and motivation. One participant commented, "I really appreciate how the course is structured. It's broken down into manageable modules, and there are clear objectives for each one. It makes it much easier for me to stay on track and stay motivated." In contrast, another participant expressed frustration with a lack of structure, stating, "I'm not sure what I'm supposed to be learning. It feels like there's a lot of information, but it's not organized very well. I’m not sure what the key goals are or how I’m supposed to be using the materials."
Web-Based Assessments
Formative assessments that provided regular feedback on participants’ progress encouraged a more proactive approach to learning and fostered a sense of accomplishment. One participant shared, "I like how there are quizzes and exercises after each module. It helps me to see what I've learned and where I need to focus my efforts. It's also really encouraging to see my progress over time." However, another participant expressed a need for more frequent feedback, stating, "I wish there were more opportunities to get feedback on my work. It would be helpful to know how I'm doing more regularly."
Virtual Classroom Instruction
Live online sessions with instructors provided real-time support, clarification of concepts, and opportunities for interaction, contributing to a more positive learning experience. One participant described the virtual classroom sessions as "really helpful," noting, "I enjoy being able to ask questions and get immediate feedback from the instructor. It makes a big difference in my understanding and my motivation." However, a participant who experienced technical difficulties during some sessions felt less engaged, expressing, “It’s hard to follow along sometimes when the technology isn’t working. I miss the face-to-face interaction of a traditional classroom.”
Peer Influence
Collaboration with peers through online forums and group discussions fostered a supportive learning environment, encouraging feedback and active participation. One participant enthusiastically shared, "The online forum is great! It’s a place where we can discuss our ideas, ask questions, and get feedback from other students. It’s really helpful to learn from other perspectives and see how others are approaching the material." However, another participant expressed a preference for more structured collaboration, stating, "I think it would be helpful if there were more opportunities for group work. Sometimes, it’s hard to get involved in the online forum."
These findings highlight the importance of creating a well-designed e-learning environment that not only promotes the development of technological self-efficacy and intrinsic motivation but also takes into account the impact of contextual factors. A well-structured curriculum, regular feedback, interactive instruction, and opportunities for peer collaboration are all crucial for fostering a positive and effective online learning experience.
To further visualize the key themes emerging from the participants’ self-reflection journals and interview transcripts, a wordcloud was created using the most frequently occurring words (Fig. 4). The wordcloud highlights the key elements of the online learning environment that significantly impacted the participants’ experiences and contributed to their overall learning success.
This wordcloud provides a visual representation of the significant influence of contextual factors, such as curriculum design, assessment practices, virtual classroom instruction, and peer interaction, on learners' engagement, motivation, and sense of belonging within the e-learning environment.
The word cloud in Fig. 4, with its central theme of "community" and prominent terms like "organized," "interactive," "objectives," and "support," visually underscores the importance of contextual factors in shaping learners' online experiences. It suggests that a well-structured, engaging, and supportive online learning environment is essential for fostering a positive learning experience and promoting student success. This visual representation highlights the importance of "connecting" within a learning community, with terms like "interactive," "objectives," and "support" emphasizing the need for structured, engaging, and supportive learning environments. The prominence of terms like "organized" and "structured" suggests that clear organization and structure are essential for successful online learning.
Curriculum Design and Structure: The prominent terms "structured," "clear," "objectives," and "organized" highlight the importance of a well-designed curriculum that provides a clear path for learning. This is supported by one participant's observation: "I really appreciate how the course is structured. It's broken down into manageable modules, and there are clear objectives for each one. It makes it much easier for me to stay on track and stay motivated." In contrast, another participant expressed frustration with a lack of structure, stating, "I'm not sure what I'm supposed to be learning. It feels like there's a lot of information, but it's not organized very well. I’m not sure what the key goals are or how I’m supposed to be using the materials."
Active Engagement and Interaction: The prominence of "interactive" and "engaging" emphasizes the need for learning materials and activities that actively involve learners. This aligns with one participant's positive experience: "I like how there are quizzes and exercises after each module. It helps me to see what I've learned and where I need to focus my efforts. It's also really encouraging to see my progress over time."
Community and Support: The large size of "community" underscores the importance of fostering a collaborative and supportive learning environment where learners feel connected and supported. This resonates with one participant's experience: "The online forum is great! It’s a place where we can discuss our ideas, ask questions, and get feedback from other students. It’s really helpful to learn from other perspectives and see how others are approaching the material."
Feedback and Guidance: The cluster of terms around “feedback,” "questions," and "instructor" underscores the need for regular feedback and guidance. This is reinforced by one participant's observation: "I enjoy being able to ask questions and get immediate feedback from the instructor. It makes a big difference in my understanding and my motivation.”
These visual insights, supported by the qualitative data collected from the participants’ journals and interviews, reinforce the idea that a well-designed curriculum, regular feedback, interactive instruction, and opportunities for peer collaboration are all crucial for promoting student engagement, motivation, and ultimately, successful learning in an online environment.
Learner Variables and Contextual Factors: A Complex Interplay
This qualitative case study highlighted the intricate interplay between learner variables and contextual factors in shaping e-learning experiences and influencing language acquisition outcomes.
Learner Variables:
The study found that participants demonstrated a diverse range of e-learning strategies, categorized as cognitive, metacognitive, and social-affective. Cognitive strategies included using dictionaries and grammar resources, practicing vocabulary through flashcards and online games, and engaging in extensive reading and writing activities. Metacognitive strategies included self-monitoring, planning study sessions effectively, and adapting learning approaches based on individual needs. Social-affective strategies involved self-reflection, seeking feedback from peers and instructors, and collaborating with classmates.
Moreover, learners' attitudes, motivations, and beliefs were strongly correlated with their utilization of e-learning strategies. Participants with positive attitudes towards e-learning, who actively pursued engagement and found motivation in collaborative aspects, were more likely to embrace the online learning environment's interactive nature, accessibility, and flexibility. Individuals with high intrinsic motivation were more inclined to employ a variety of strategies, actively pursue challenges, and demonstrate a sense of ownership over their learning. Participants who were confident in their capacity to learn English exhibited greater persistence and sought resources and support, enhancing their confidence in utilizing e-learning strategies.
Contextual Factors:
The e-learning experiences of the participants were also significantly influenced by contextual factors. A well-organized curriculum with engaging online materials, interactive activities, and defined learning objectives was essential for increasing student engagement and motivation. Regular feedback through formative assessments helped learners identify areas for development and adjust their strategies. Live online sessions with instructors offered real-time support, clarification of concepts, and opportunities for interaction, increasing motivation and engagement. Finally, collaboration with peers through online forums and discussions fostered a supportive learning environment, encouraging feedback and active participation.
Individual Nuances:
While the study revealed overarching themes highlighting the importance of a positive learning ecosystem, individual nuances were also observed. Some participants preferred self-directed learning, while others flourished in a more structured environment—a finding consistent with prior research (Dörnyei, 2014). These differences emphasize the necessity of customizing e-pedagogical strategies to accommodate a wide range of learning styles and preferences (Anderson & Krathwohl, 2001). Learners who prefer self-directed learning may benefit from flexible learning modules and open-ended assignments, allowing them to explore their interests and develop their own learning paths (Oxford, 2013). In contrast, learners who thrive in more structured environments may require clear learning objectives, detailed instructions, and regular feedback to stay motivated and on track (Salmon, 2004b). Recognizing and addressing these individual differences is crucial for creating an inclusive and effective e-learning environment that caters to the unique needs of all learners (Brown, 2000).