An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

Abstract

Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners' motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners' online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

“…Peer support through MIM is also essential in lowering language learning anxiety, which thus improves learners' motivation (Golonka et al, 2014). This is in coherence with previous works noting that collaboration and support from peers and teachers can nurture positive attitude toward language learning and language learning motivation (Afrilyasanti et al, 2023;Alamer & Al Khateeb, 2021;Imamyartha et al, 2021;Kukulska-Hulme & Viberg, 2018).…”

“…We checked the modification indices to see if the model could be improved and then applied a proposed modification by drawing a correlation between EFL learning motivation and online learning engagement, as displayed in Figure 8. The interlink between these variables mirrors the correlation analysis result in this study and that in a previous work by Imamyartha et al, (2021). The final structural model demonstrates the noteworthy explanatory power of the exogenous variables, i.e., antecedents, to each of the three endogenous variables, i.e., TEI, OLE, and EFL LM (learning motivation).…”

“…The integration of technology offers the potential to elevate language proficiency and motivation (Cahyono et al, 2023;Kantisa & Sitthitikul, 2020). This is aligned with the correlation between learning engagement and EFL learning motivation in collaborative mobile learning (Imamyartha et al, 2021(Imamyartha et al, , 2022.…”

“…In addition, the presence of other agents resonates with the essence of the sociocultural nature of human activities devoted to language learning mediated by inexhaustible online resources (Kukulska-Hulme & Viberg, 2018). A recent study in the Indonesian EFL milieu demonstrates the value of MIM to increase learners' emotional intelligence, online learning engagement, and motivation, compared to the usual computer-mediated language learning (Imamyartha et al, 2021). Their study has acknowledged Kukulska-Hulme and noting that MIM-aided mediation gives rise to an inviting environment and fosters active engagement, positive attitude, and stronger bonding with a learning community.…”

“…Teachers, therefore, need to understand these dynamics and develop more advanced skills to appropriate mobile technologies for empowering learning experiences (Diao & Hedberg, 2020). This pedagogical inquiry becomes even more crucial in consideration that positive links exist between emotional intelligence, learning motivation, and student engagement (Imamyartha et al, 2021;Zhoc et al, 2018). Given the driving factors of motivational, cognitive, and emotional facets of students' online learning performance, literature pertinent to how these factors contribute to their actual language learning performance remains scanty.…”