Exploring the dynamics of English language e-learning: A case study of motivations, beliefs, and strategies among advanced English as a foreign language university students

In a rapidly evolving e-learning landscape, where learner-centered pedagogy is increasingly embraced, understanding the factors influencing English language acquisition in digital environments is crucial. This mixed-methods study, primarily employing a qualitative approach, investigated the complex interplay of technological self-efficacy, intrinsic motivation, and e-learning strategy use among 31 advanced English language learners in Ben-Suef University. The findings revealed that while students’ internal factors like technological self-efficacy and motivation influenced their e-learning approach and engagement, they did not guarantee success and were, in fact, strongly determined by the learning context itself. The study further highlighted the importance of a well-designed e-learning environment, including structured learning objectives, frequent opportunities for interaction, and assessment approaches that support learning, as key factors for maximizing learners’ success. These findings emphasize the need for educators to move towards a more holistic approach that considers the complex interaction of learner attributes and the learning environment in the development of effective e-learning programs. Future research should explore these findings across a range of different types of learners and in different contexts to further develop our understanding of the most effective ways to support language learning in online environments.