Does digital task-based instruction make a difference in EFL university students’ motivation in Saudi Arabia? An Active theory perspective

Abstract

Drawing on Activity Theory, which emphasizes the role of tools and goal-directed actions in shaping learning processes, this study investigates the potential of digital task-based instruction (DTBI) to enhance motivation among English as a foreign language (EFL) learners in Saudi Arabia. Despite the growing recognition of DTBI as a means to promote active engagement and communicative competence, there is a notable lack of empirical research on its impact on EFL learners’ motivation, particularly in the Saudi Arabian context. This gap is significant given the unique cultural, educational, and technological landscape of Saudi Arabia, where traditional teaching methods often dominate EFL instruction. To address this gap, the study employed a true experimental design involving 50 EFL university students in Saudi Arabia, who were randomly assigned to an experimental group (n = 25) and a control group (n = 25). The experimental group engaged in digital task-based learning activities, while the control group received traditional instruction. Data were collected through pre-tests, post-tests, and delayed post-tests to assess changes in motivation. The results of a one-way ANCOVA revealed that the experimental group demonstrated significantly greater gains in motivation, with sustained improvements evident in the delayed post-test scores. These findings highlight the efficacy of DTBI in fostering motivation and communicative skills among EFL learners, underscoring the need for its integration into EFL curricula to promote sustained learner engagement and motivation. The study contributes to the growing body of research on technology-enhanced language learning and provides valuable insights for educators and policymakers in under-researched contexts like Saudi Arabia.