ATTITUDES AND MOTIVATION FOR LEARNING ENGLISH WITH TECHNOLOGY-ENHANCED INSTRUCTION AMONG HIGH SCHOOL STUDENTS

This study examines attitudes and motivation for learning English with technology-enhanced instruction among high school students in Uzbekistan. A quasi-experimental design with 370 students (grades 10–11) from secondary schools in Khorezm, Kashkadarya and Tashkent compared an experimental group (n = 185) using an author-developed digital homework application based on Prepare Grade 10/11 Workbooks and online resources with a control group (n = 185) receiving traditional textbook instruction. Motivation was assessed via a four-criterion scale (cognitive interest, lesson participation, stability of motivation, willingness to use digital tools; each 0–3; total 0–12; Cronbach’s α = 0.84). Pre- and post-test data were analysed with paired and independent-samples t-tests. Results showed statistically significant gains in the experimental group on total motivation score Homework completion with digital tools rose from 28% to 61% in the experimental group. Semi-structured interviews with 24 students and 6 teachers corroborated quantitative findings, revealing themes of increased autonomy, task value and self-efficacy. The study supports hybrid teacher-plus-technology models and calls for longitudinal research with standardised instruments.

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