The Role of Digital Tools in Enhancing Learner Autonomy and Motivation among EFL Learners in Saudi Arabia

Abstract

Digital technologies have transformed English language learning environments in the recent years. Contemporary learners can use mobile applications, learning management systems, artificial intelligence-based applications, video learning platforms, and interactive online resources that allow them to have a flexible opportunity to learn the language even outside of the classroom environment. This research investigates the role of digital learning technologies in facilitating learning  autonomy and motivation at selected institutions of higher education in the Eastern Region of Saudi Arabia. Rooted in theories of learner autonomy and self-determination, the study proposes that learner motivation may be strengthened by providing learners with greater control over learning resources and learning processes, given the dynamic nature of motivation, its regulation may be required throughout the learning process and over time. Data were collected using a mixed-methods quasi-experimental design through pre-post-intervention surveys, and semi-structured interviews to assess learner autonomy and motivation regulation. The instruments were duly evaluated for reliability and validity.  The results showed that students demonstrated better autonomy and motivated engagement when digital technologies offer a structured learning environment, consistent feedback, and opportunities for self-monitoring. The study contributes to the literature on digital learning ecosystems and highlights the role of educational technologies and higher education institutions in fostering learner autonomy and long-term motivation regulation.