Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction

Abstract

This study explored the impact of adaptive learning (AL) and digital literacy (DL) instruction on L2 learners' writing skills and motivation. The study explored the potential of DL instruction within AL contexts to enhance L2 writing and motivation. A total of 93 students at an intermediate level of proficiency were randomly assigned to two experimental groups (AL-enhanced or EG1, and AL-enhanced supported by DL instruction or EG2) and a control group (a technology-enhanced non-AL group). The study used writing tasks, self-determination theory (SDT) questionnaire, DL questionnaire, and semi-structured interviews as instruments for data collection. Findings indicated that AL significantly influences participants' writing outcomes and SDT compared to the control group. Furthermore, the use of DL instruction within AL environments enhances DL skills, writing outcomes, and self-determination motivation. Qualitative results also suggest a positive effect of AL and DL instruction on students' writing skills and SDT. Finally, findings indicate that integration of AL and DL instruction could enhance students' engagement, autonomy, and motivation, thereby positively impacting their overall learning experience. Findings highlight the significance of integrating AL and DL instruction to enhance students' writing, SDT, and overall learning experience, thereby preparing them for the digital age.