EVALUATING THE EFFECTS OF DIGITAL TECHNOLOGIES, SMART LEARNING TOOLS, AND ADMINISTRATIVE SUPPORT SYSTEMS ON ENGLISH LANGUAGE LEARNING MOTIVATION AMONG ARAB UNIVERSITY STUDENTS FROM EAST JERUSALEM
This study investigated Arab university students’ evaluations of the impact of digital technologies, smart learning tools, and administrative support systems on English language learning motivation in universities in East Jerusalem. A mixed-methods approach was employed to provide a comprehensive understanding of the research problem. The quantitative component adopted a descriptive-correlational design and involved a stratified random sample of 279 university students who completed a validated questionnaire. The qualitative component consisted of semi-structured interviews with selected students to explore their experiences with technology-enhanced English learning. The findings revealed that students generally perceived digital technologies and smart learning tools as significant contributors to enhancing their motivation to learn English. These technologies increased engagement, improved access to learning resources, supported learner autonomy, and facilitated the development of language skills, particularly vocabulary, writing, speaking, and pronunciation. Administrative support systems were perceived at a moderate level, reflecting their indirect but important role in creating supportive learning environments through technological infrastructure and institutional services. Qualitative findings further highlighted the value of artificial intelligence applications, such as ChatGPT, Gemini, and Google Translate, in providing immediate feedback, improving writing and vocabulary, and encouraging independent learning. However, participants also identified challenges, including unstable internet connectivity and differences in institutional support. Overall, the integration of quantitative and qualitative findings suggests that the effectiveness of digital learning tools depends not only on their availability but also on adequate administrative support and technological infrastructure. The study concludes that strengthening digital learning ecosystems can significantly enhance English language learning motivation among Arab university students in East Jerusalem. It recommends integrating AI-based applications into English language instruction through structured pedagogical practices, improving digital infrastructure, strengthening speaking and pronunciation programs, and providing continuous institutional support to maximize learning outcomes.