Exploring the Effects of EdTech on Intrinsic Motivation, Extrinsic Motivation, and Self-Efficacy in EFL Speaking Classes

This study examines the impact of Educational Technology (EdTech) on intrinsic motivation, extrinsic motivation, and self-efficacy in EFL speaking classes. A total of 108 students (52 control, 56 experimental) enrolled in beginner-level English conversation classes at a Korean university participated in the study, using the Motivated Strategies for Learning Questionnaire (MSLQ). Paired sample t-tests revealed significant improvements in intrinsic motivation and self-efficacy within the experimental group, while extrinsic motivation remained stable. In contrast, the control group showed a significant decline in extrinsic motivation, while changes in intrinsic motivation and self-efficacy were not statistically significant, with a slight increase in intrinsic motivation and a slight decrease in self-efficacy. ANCOVA confirmed that the experimental group demonstrated statistically significant gains in intrinsic motivation, extrinsic motivation, and self-efficacy compared to the control group. These results highlight the potential of EdTech in enhancing student motivation and self-efficacy, with suggestions for future research on its long-term effects.