Technology-Mediated Motivation in English Language Learning: Teachers’ and Students’ Perceptions in Two Central Algerian Universities
Technology-Mediated Motivation in English Language Learning: Teachers’ and Students’ Perceptions in Two Central Algerian Universities

Summary/Abstract: This study investigates the perceptions and motivation of both teachers and students regarding theuse of technology in English language instruction at two central Algerian universities, Ziane AchourUniversity of Djelfa and Ammar Theliji University of Laghouat. Technology has become anincreasingly influential force in higher education, yet its motivational role in under resourcedEnglish language learning contexts remains insufficiently understood. In this study, technologyrefers to educational digital tools used in English language learning, including multimediaresources, mobile applications, online platforms, presentation tools, and communicationtechnologies. Employing a qualitative research design, data were collected through semi structuredinterviews with fifteen university teachers and focus group discussions with twenty five studentsfrom the English Language departments in the selected universities. Analysed using Braun andClarke’s (2006) reflexive thematic analysis. The findings reveal that both teachers and studentsgenerally perceive technology as a powerful motivational and pedagogical resource that supportsengagement, autonomy, and collaboration. At the same time, the results highlight persistentchallenges, including limited resources, inadequate training, and unsupportive institutionalenvironments. The study concludes that although there is strong support for integrating technologyinto English language education, its motivational effectiveness depends substantially oninstitutional support, digital literacy, and balanced pedagogical implementation rather than onaccess to technology alone.

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