TECHNOLOGY-ENHANCED LANGUAGE LEARNING IN EFL CLASSROOMS: A STUDY ON DIGITAL PEDAGOGY AND STUDENT ENGAGEMENT
DOI:
https://doi.org/10.47178/2p25yv28Keywords:
technology-enhanced language learning, digital pedagogy, EFL, student engagement, learning outcomesAbstract
This study investigated the implementation of technology-enhanced language learning in EFL classrooms with a focus on digital pedagogy and student engagement. The study was motivated by the increasing need to design English instruction that is interactive, flexible, and pedagogically meaningful in secondary school settings. A mixed-methods quasi-experimental design was employed at SMA 13 Makassar involving 72 eleventh-grade students divided into an experimental group and a control group. The experimental group received technology-enhanced English instruction through digital presentations, interactive quizzes, short instructional videos, guided online discussion, and follow-up tasks delivered through Google Classroom and WhatsApp, while the control group received conventional instruction. Data were collected through a language achievement test, a student engagement questionnaire, classroom observation sheets, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and t-tests, while qualitative data were analyzed thematically. The findings showed that students in the technology-enhanced class achieved higher post-test scores, demonstrated stronger behavioral, emotional, and cognitive engagement, and responded more positively to English learning than those in the conventional class. Students also reported that digital pedagogy made learning more accessible, motivating, and easier to review outside class. The study suggests that technology-enhanced language learning can improve both learning outcomes and student engagement when digital tools are integrated through clear pedagogical design.
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