Volume 30 Number 1, 2026 Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective

Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective

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access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/b09692ea-d507-4107-8031-18033b5872f3/download', '30_01_10125-73707.pdf']]
bitstream_txt:
[]
collection:
Volume 30 Number 1, 2026
contributor.author:
Hwang, Hyun-Bin
date.accessioned:
2026-08-06T01:44:31Z
date.available:
2026-08-06T01:44:31Z
date.copyright:
2026
date.issued:
2026-08-06
description.abstract:
Grounded in self-determination theory (SDT), this study examined how learners’ motivation to use technology for L2 learning (i.e., technology-specific L2 motivation) was associated with multidimensional app usage patterns. Participants were 305 young adolescents in South Korea, who used a commercial language learning app for 13 weeks as part of their self-directed learning beyond the classroom. Their motivation to use the app was assessed with an SDT-informed mobile-assisted language learning orientation scale. System log data were transformed into seven usage indices: total time, intensity, frequency, unique days, reactivation, dormancy, and usage span. Latent profile analysis (LPA) identified three motivational profiles: (a) dual-driven (n = 75), (b) reward-oriented (n = 79), and (c) tentative (n = 151). Regression results showed that dual-driven learners, characterized by high levels of autonomous motivation and introjected regulation toward app use, demonstrated greater total usage time, longer and more frequent sessions, and usage distributed across a greater number of unique days. Notably, this group also showed stronger persistence. They returned to the app more frequently and after shorter periods of non-use, ultimately maintaining a longer overall usage span. Pedagogically, the findings highlight the importance of early onboarding to help learners establish feasible routines and of fostering motivational synergy to support persistence in self-directed learning contexts.
endingpage:
18
format.extent:
18
identifier.citation:
Hwang, H.-B. (2026). Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective. Language Learning & Technology, 30(1), 1–18. https://doi.org/10.64152/10125/73707
identifier.doi:
https://doi.org/10.64152/10125/73707
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73707
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73707/
startingpage:
1
subject:
self-determination theory, mobile-assisted language learning (MALL), latent profile analysis, persistence, technology-specific motivation
title:
Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
type:
Article Text
volume:
30