Examining EFL Learners' Motivation in Vocabulary App Usage: The Moderating Role of Fundamental Drives

This study examines the relationship between vocabulary testing app usage frequency and motivation enhancement among adult EFL learners, with a focus on the moderating role of primal motivation (conceptualized as fundamental learning drives distinct from initial engagement factors). Analyzing data from 43 Chinese EFL learners, results revealed no direct correlation between usage frequency and motivation enhancement (r = -0.069, p > 0.05), challenging the assumption that increased app exposure inherently boosts motivation. However, primal motivation significantly moderated this relationship (p = 0.002), suggesting that learners with strong fundamental drives sustain engagement regardless of usage patterns. Additionally, English proficiency positively correlated with app usage (r = 0.366, p = 0.016), indicating advanced learners may utilize apps more strategically. The findings offer critical implications for theory and practice. Theoretically, they extend motivation frameworks to digital contexts by introducing primal motivation as a key sustainer of engagement, bridging gaps in MALL literature. Practically, they highlight the need for: (1) app developers to move beyond MCQ-dominated designs toward hybrid formats that stimulate deeper cognitive engagement; (2) educators to assess and nurture primal motivation (e.g., through goal-setting interventions) before app implementation; and (3) institutions to integrate apps as supplementary tools, particularly for proficient learners. This study calls for a paradigm shift in MALL design—from frequency-focused metrics to motivation-sustaining ecosystems—to optimize long-term language learning outcomes.