Explaining English learning motivation in digital EFL environments through emotional intelligence, academic well-being, and perceived digital learning support

Abstract

The rapid expansion of digital learning environments has transformed English as a Foreign Language (EFL) education and increased the importance of understanding the psychological and contextual factors associated with EFL learners' motivation. This study examined the relationships among Emotional Intelligence (EI), Academic Well-Being (AWB), English Learning Motivation (ELM), and Perceived Digital Learning Support (PDLS) in digitally supported English as a Foreign Language environment. A quantitative cross-sectional survey design was employed using 435 valid responses, and the proposed relationships were evaluated through partial least squares structural equation modelling using WarpPLS. The measurement model demonstrated satisfactory reliability and validity. EI was positively associated with AWB (β = 0.354, p < 0.001) and ELM (β = 0.331, p < 0.001). AWB was also positively associated with ELM (β = 0.229, p < 0.001). The Stable3 output indicated a positive indirect association between EI and ELM through AWB (β = 0.081, p = 0.008). It also indicated a positive interaction between PDLS and AWB in relation to ELM (β = 0.180, p < 0.001). The model explained 12.5% of the variance in AWB and 24.3% of the variance in ELM. The findings indicate that EI, AWB, and PDLS are positively associated with ELM. However, because the analysis used 100 Stable3 resamples and did not generate conventional bootstrapped confidence intervals, the indirect and interaction results are provisional associations that require confirmation through conventional bootstrapping. Given the cross-sectional design, the findings represent statistical associations rather than causal relationships.