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Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools

Mutabera Nziza Epimaque 1,
Delphine Dushimimana 2,
Aloys Iyamuremye 3 *
1 Mount Kigali University (MKU), RWANDA2 University of Lay Adventists of Kigali (UNILAK), RWANDA3 University of Rwanda College of Education, RWANDA* Corresponding Author
Educational Point, 3(1), 2026, e154, https://doi.org/10.71176/edup/18545
Publication date: May 11, 2026
Research Article
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ABSTRACT

The integration of digital technologies has enhanced language learning by improving access to resources, interaction, and learner autonomy in Rwanda. National Information and Communication Technology initiatives support competence-based education, yet the use of digital tools in classrooms remains uneven. Despite these efforts, many students are not fully engaged or motivated when using digital language learning tools. This study therefore sought to examine students’ perceptions of digital language learning and their influence on academic engagement and motivation in Rwandan secondary schools. A quantitative approach using a cross-sectional explanatory design was adopted. Data were collected from 200 secondary school students in Kamonyi District through a structured questionnaire based on a five-point Likert scale. Descriptive and inferential statistics, including correlation, regression analysis, and Structural Equation Modelling (SEM), were used to analyze relationships among perception, engagement, and motivation. The results revealed that students have highly positive perceptions of digital language learning tools, particularly in enhancing understanding, confidence, and independent learning. Significant positive relationships were found between perception and engagement (r up to 0.66) and between perception and motivation (r = 0.64). Regression analysis showed that perception (β = 0.49) and engagement (β = 0.37) significantly predict motivation, explaining 54% of its variance. SEM findings further confirmed that engagement partially mediates the relationship between perception and motivation. The study concludes that positive student perceptions significantly enhance engagement and motivation in digital language learning. It implies that improving students’ experiences with digital tools is essential for better learning outcomes. The study recommends increased investment in digital infrastructure, enhanced teacher training, and the integration of interactive, learner-centered digital strategies to optimize language learning in Rwandan secondary schools. 

KEYWORDS

digital language learning students’ perceptions academic engagement learning motivation secondary education and educational technology

CITATION (APA)

Epimaque, M. N., Dushimimana, D., & Iyamuremye, A. (2026). Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools. Educational Point, 3(1), e154. https://doi.org/10.71176/edup/18545
Harvard
Epimaque, M. N., Dushimimana, D., and Iyamuremye, A. (2026). Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools. Educational Point, 3(1), e154. https://doi.org/10.71176/edup/18545
Vancouver
Epimaque MN, Dushimimana D, Iyamuremye A. Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools. Educational Point. 2026;3(1):e154. https://doi.org/10.71176/edup/18545
AMA
Epimaque MN, Dushimimana D, Iyamuremye A. Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools. Educational Point. 2026;3(1), e154. https://doi.org/10.71176/edup/18545
Chicago
Epimaque, Mutabera Nziza, Delphine Dushimimana, and Aloys Iyamuremye. "Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools". Educational Point 2026 3 no. 1 (2026): e154. https://doi.org/10.71176/edup/18545
MLA
Epimaque, Mutabera Nziza et al. "Students’ Perception of Digital Language Learning and Its Influence on Their Engagement and Motivation: A Case Study of EFL Learners in Rwandan Secondary Schools". Educational Point, vol. 3, no. 1, 2026, e154. https://doi.org/10.71176/edup/18545

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