Journal of Studies in Language, Culture and Society (JSLCS)
Volume 9, Numéro 2, Pages 44-70
2026-06-30

Exploring The Perceived Motivational Potential Of Mobile-assisted Dynamic Assessment Features In Efl Reading Comprehension



Authors : Allioua Walid . Hoadjli Ahmed Chaouki .

Abstract

This study examined undergraduate EFL learners’ perceptions of the motivational potential of four Mobile-Assisted Dynamic Assessment (MADA) reading support features and explored how these perceptions relate to learners’ general reading motivation. Guided by a pragmatic stance, the study used a concurrent mixed-methods design with an embedded qualitative component. The research was conducted with undergraduate EFL students at the University of Jijel, Algeria. Quantitative data were collected through an in-class questionnaire with two sections: scenario-based ratings of four MADA-inspired features (dialogic feedback, graduated prompting, adaptive support, and mobile-friendly design) and an adapted Motivation for Reading Questionnaire (MRQ) targeting intrinsic motivation, task value, and self-efficacy. Follow-up semi-structured mobile instant messaging interviews (MIMIs) were conducted synchronously via Telegram to elicit explanatory perspectives. Missing responses were minimal, and analyses used pairwise handling where needed. Descriptive results indicated that all four features were rated as moderately to highly motivating. A repeated-measures ANOVA showed no significant differences across feature types. Pearson correlations indicated strong positive associations between perceived motivational ratings of the MADA features and task value, with more selective item-level associations for intrinsic motivation and self-efficacy. Thematic analysis identified four themes that contextualized these patterns: psychological safety and affective buffering, scaffolded agency and effort tension, ubiquitous accessibility versus environmental distraction, and targeted progression through adaptive support. Overall, the findings highlight the importance of examining motivation as task-bound and learner-interpreted. This perspective is particularly relevant when evaluating emerging mobile assessment techniques in EFL reading contexts.

Keywords

adaptive support ; dialogic feedback ; dynamic assessment ; efl reading comprehension ; self-determination theory

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