The Role of Social Media Feedback Mechanisms in Enhancing Motivation and Learning Outcomes: A Self‐Determination Theory Perspective on Adolescents Learning English.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 19 |
|---|---|
| Autor principal: | |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189524193&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189524193 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 189524193 189524193 189524193 10.1111/jcal.70132 189524193 ppf: 1 ppct: 18 formats: tig: atl: The Role of Social Media Feedback Mechanisms in Enhancing Motivation and Learning Outcomes: A Self‐Determination Theory Perspective on Adolescents Learning English. aug: au: Hu, Xiaoli affil: School of International Education, Jiangsu Maritime Institute, Nanjing Jiangsu, , China sug: subj: Models, Theoretical English Language Education English Language Education Learning Methods Social Media Feedback Methods Communication Skills Evaluation Communication Skills Evaluation Motivation Outcomes of Education Evaluation Human Male Female Self Concept Communication Skills Training Relational Autonomy Child Adolescence Interview Guides Stratified Random Sample Data Analysis Software Thematic Analysis Multimethod Studies China Structural Equation Modeling Descriptive Statistics Funding Source Child: 6-12 years Adolescent: 13-18 years Male Female ab: 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. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|