Observed posttest patterns across app-based, computer-based, combined app–computer, and conventional CALL conditions in EFL learning

This study examined how different technology-enhanced learning environments influenced motivation, language proficiency, and learner autonomy among 136 Chinese EFL university students. Guided by Self-Determination Theory (SDT), a 15-week randomized pretest–posttest classroom study compared four instructional conditions: app-based learning, computer-based learning, integrated app–computer learning, and conventional CALL instruction. Due to the structure of the archived dataset, analyses focused on between-group comparisons at pretest and posttest stages rather than longitudinal interaction effects. Results indicated that the integrated app–computer condition demonstrated the clearest advantage in posttest language proficiency, showing meaningful improvement without ceiling or variance restrictions. Technology-enhanced conditions were generally associated with higher motivation and autonomy outcomes than conventional CALL instruction, although variance compression limited interpretation of self-report outcomes in the integrated condition. Further analysis suggested that autonomy development was facet-specific, with improvements mainly reflected in responsive operational behaviors rather than all autonomy dimensions. Qualitative findings indicated that coordinated mobile and computer-based learning may provide complementary opportunities for flexible practice, sustained engagement, and feedback-rich learning tasks. Findings highlight the potential of integrated digital learning environments while emphasizing the need for more process-sensitive research designs.