E-learning, Motivation, And Academic Achievement Among Algerian University Students Of English: A Self-determination Theory Perspective
Auteurs : Boumediene Houda . Ouarniki Ouafa . Stojković Nadežda .
Résumé
This study investigates how e-learning enhances learner motivation and academic achievement of Algerian university students of English in the post-pandemic period of education. This study is guided by Deci and Ryan's Self-Determination Theory (SDT) and discusses how online learning environments fulfill learners' psychological needs for autonomy, competence, and relatedness. The article points towards the benefit of e-learning in Algeria—a country besieged by infrastructural issues, pedagogic shortcomings, and the availability of cheap learning. As per the results of an online survey of 200 students at the University of Laghouat, the results of this research validate the contribution of e-learning towards motivation because of flexibility, accessibility, independent learning, and increased teacher-student interaction. Based on these findings, the study advises emphasis on interactive e-learning content and activities through multimedia use, learning process gamification, and teamwork. These are central strategies to sustain students' engagement, independent learning, and belonging in online learning communities.
Mots clés
E-learning ; motivation ; Algeria ; Self-Determination Theory ; digital education ; teacher-student interaction
