Beyond the Click: Exploring the Dynamics of E-Learning in Advanced English Language Learning – a case study

This qualitative case study, guided by Social Cognitive Theory, investigated the interplay of technological self-efficacy, intrinsic motivation, and e-learning strategies among three advanced university students enrolled in an online English language program in the Middle East. The study found that technological self-efficacy, particularly related to digital literacy and confidence in using online tools, significantly influenced students' e-learning strategy choices. Intrinsic motivation, driven by a desire for personal growth and future opportunities, was a key driver of proactive engagement and strategy implementation. The study also highlighted the importance of contextual factors, including curriculum design, assessment practices, virtual classroom instruction, and opportunities for peer interaction, in shaping successful e-learning experiences. Findings emphasized the need for educators in this region to prioritize the development of technological self-efficacy, foster intrinsic motivation, and design learning environments that encourage diverse e-learning strategies, promote learner agency, and create a supportive learning community. Future research should explore these factors within larger student populations to identify patterns and developmental trajectories in diverse e-learning contexts.