Self-Determination, Learning, and Language Technology Engagement of Chinese International Engineering College Students: English as a Foreign Language

Abstract

This study explores students' level of self-determination, learning engagement, and use of language technology toward English language learning with an analysis in different engineering disciplines and correlation between variables. The descriptive-quantitative-correlation approach with different instruments was adopted and administered to 369 students in an international engineering college. Results revealed that there is a positive relationship between self-determination and learning engagement, where students are determined and recognize the importance of English learning. Moreover, there is a significant relationship between learning engagement and language technology engagement, indicating that there is indeed a certain correlation between the degree of learning engagement and use of language technology in the learning process. However, there is no significant relationship between self-determination and language technology engagement, which suggests individuality and independence in language learning and indicates a need for additional support in technology integration.