| Sumario: | Introduction: Social media has become an effective instrument to enhance adolescents' knowledge‐gaining experiences, even in language acquisition. The mechanisms of interactive feedback in such sites can affect motivation and engagement, especially if looked at through the lens of Self‐Determination Theory, which highlights the role of competence, relatedness, and autonomy in promoting motivation. Aim: This research aims to analyse social media's interactive feedback mechanisms' effect on learners' motivation to learn English, specifically focusing on how these mechanisms affect perceived competence, autonomy, and relatedness in consequent learning outcomes. Methods: The data were collected from 324 adolescents using a stratified random sampling. Quantitative data were analysed using Statistical Package for the Social Sciences (SPSS) for correlation and mediation, while qualitative data were analysed using NVivo for thematic exploration. Results: The findings indicate that the study variables mediate the effect of feedback on intrinsic motivation; consequently, they improve outcomes in learning. Furthermore, there is evidence that extrinsic motivation was influenced positively by the feedback mechanism, which mediated the relationship between this mechanism and learning outcomes in the English language. Novelty: The novelty of this study is in exploring the impact of interactive feedback mechanisms on social media in enhancing adolescents' competence, autonomy, relatedness, and motivation in learning English, filling a gap in digital learning research. Conclusions: The results reveal the highly significant impact of providing interactive feedback on motivating adolescents and enhancing the latter's outcomes in learning English.
|
|---|