Author: Asrorov, Ilgor

Annotation: The expansion of English Medium Instruction (EMI) across non-Anglophone higher education systems has intensified the need to address student motivation in linguistically demanding learning environments. This study investigates the extent to which digital technologies enhance student motivation in EMI classrooms in Uzbekistan. Drawing on Self-Determination Theory, the study employs a mixed-method design involving 120 undergraduate students and 15 interview participants across three universities. Quantitative findings reveal significant positive correlations between digital technology use and student engagement, autonomy, and perceived competence. Qualitative evidence further indicates that digital tools facilitate comprehension, reduce language-related anxiety, and support self-regulated learning. However, the findings also point to persistent challenges, including uneven digital literacy and cognitive overload. The study contributes to EMI and educational technology research by offering empirical insights from a Central Asian context and argues that the motivational benefits of digital technologies depend primarily on pedagogically informed integration rather than mere technological availability.

Keywords: English Medium Instruction, student motivation, digital technologies, higher education, Uzbekistan.

Pages in journal: 546 - 551