STUDENT MOTIVATION AND ENGAGEMENT IN DISTANCE FOREIGN LANGUAGE LEARNING
Abstract
This article examines the dynamics of student motivation and engagement in the context of distance foreign language learning (DFLL). As digital technologies increasingly facilitate language education beyond traditional classroom settings, understanding motivational and engagement mechanisms becomes essential for effective pedagogy. Distance learning environments offer both opportunities and challenges for sustaining learner motivation, cognitive participation, and affective involvement. Drawing on empirical and theoretical research, this study explores theoretical frameworks of motivation, key factors affecting engagement, and evidence-based strategies that enhance student participation and outcomes. Our analysis aims to provide practical and research-grounded insights for educators designing and delivering distance foreign language programs.