DIGITAL LITERACY AND LEARNING MOTIVATION: A QUALITATIVE EXPLORATION OF THEIR IMPACT ON WRITING ABILITIES
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Abstract
This qualitative study explores the interplay between digital literacy and learning motivation in shaping students’ academic writing abilities within an Islamic higher education context. Guided by three research aims, it investigates how students describe the role of digital literacy in their writing processes, how learning motivation influences their writing behaviors, and how both factors interact in their writing development. Data were collected through semi-structured interviews and document analysis, enabling the capture of students’ voices and personal narratives. Findings reveal that digital literacy supports efficient research, idea organization, and editing skills, while learning motivation sustains persistence and goal orientation in writing tasks. The interaction between these factors fosters both technical competence and value-driven writing practices rooted in Islamic principles. This study offers practical insights for curriculum design, pedagogical strategies, and institutional policies aimed at empowering students to write with confidence, purpose, and integrity.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Afrilyasanti, R., Basthomi, Y., & Zen, E. L. (2025). Fostering creativity and critical literacy: transforming EFL classes with engaging critical media literacy integration. Asian Education and Development Studies, 14(2), 133–151. https://doi.org/10.1108/AEDS-06-2024-0124
Aisyatin Kamila, Sa’diah, H., & Hidayaturrochman, R. (2024). Understanding Teachers’ Motivation: Profiles Of Early Childhood Teachers Continuing Their Studies. Jurnal At-Taujih, 4(2), 19–27. https://doi.org/10.30739/jbkid.v4i2.3412
Aldabbas, H., Pinnington, A., Lahrech, A., & Blaique, L. (2025). Extrinsic rewards for employee creativity? The role of perceived organisational support, work engagement and intrinsic motivation. International Journal of Innovation Science, 17(2), 237–260. https://doi.org/10.1108/IJIS-08-2022-0165
Apridayani, A., Han, W., & Sakkanayok, K. (2024). Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00263-3
Ata, R., & Alpaslan, M. M. (2024). The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills. The International Journal of Information and Learning Technology, 41(3), 304–317. https://doi.org/10.1108/IJILT-08-2023-0142
Bamalan, H. A. (2024). Social Learning in the Digital Age: An Analyze of the Benefits of Twitter Platform from Vygotsky’s Perspective. Journal of Educational and Human Sciences, 41, 392-409.
Bejaković, P., & Mrnjavac, Ž. (2024). The characteristics and role of digital literacy in an effective health protection. In Heliyon (Vol. 10, Issue 8). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2024.e29737
Bibiana Obiageli, M. (2024). Impact Of Library Skills On Value Orientation Among Students: A Global Perspective. Journal of Educational Research, 9(1). https://www.researchgate.net/publication/393145199
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, J., & Zhu, Q. (2025). Exploring first-year Chinese doctoral students’ metacognitive awareness and self-efficacy in an L2 genre-based academic writing course. Journal of English for Academic Purposes, 75, 101515. https://doi.org/10.1016/j.jeap.2025.101515
Chen, S. (2025). Effects of Cognitive‐, Social‐, and Group‐Awareness Tools on Learners’ Cognitive Load in Computer‐Mediated Writing Classes. Journal of Computer Assisted Learning, 41(3). https://doi.org/10.1111/jcal.70053
Choden, L. T., & Rigdel, K. S. (2024). Secondary Students’ Motivation Levels and Factors influencing Motivations through the Lens of Self-determination Theory. Journal of the International Society for Teacher Education, 28(2), 59–75. https://doi.org/10.26522/jiste.v28i2.4709
Dhobi, S. (2024). What, How and Why Academic Writing? Historical Journal, 15(2), 74–82. https://doi.org/10.3126/hj.v15i2.70674
Dong, S., Zhi, R., & Gan, F. (2025). Integrating Robotics in Art Education: Leveraging Constructivist and Experiential Learning Frameworks to Enhance Cognitive Development, Problem‐Solving Skills and Collaboration Among Diverse Learners. European Journal of Education, 60(2). https://doi.org/10.1111/ejed.70114
Guichon, N., Bédard, V., & Fortier, V. (2025). Digital literacy practices outside language classrooms: insights of adult migrants’ language education. Computer Assisted Language Learning, 1–22. https://doi.org/10.1080/09588221.2025.2482151
Hamad, H. A., & Charles, T. (2024). The Role of Educational Leaders in Ensuring Academic Integrity with Online Assessments. Open Journal of Leadership, 13(02), 154–167. https://doi.org/10.4236/ojl.2024.132010
Liang, B., Hashim, H., Latiff, A., & Associate, A. (2025). A Comparative Study of Axiological Foundations and Cultural Values in Eastern and Western Philosophical Traditions through Cinematic Narratives. In International Journal of Philosophy of Culture and Axiology (Vol. 22, Issue 4).
Lu, Q., Yao, Y., Xiao, L., Yuan, M., Wang, J., & Zhu, X. (2024). Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? Assessment & Evaluation in Higher Education, 49(5), 616–633. https://doi.org/10.1080/02602938.2024.2301722
Mulaydinov, F. , & S. D. (2024). The digital literacy practices of a novice English as a foreign language teacher when writing research articles for publication. University Research Base, , 376–382.
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1), 305–346. https://doi.org/10.1007/s40692-022-00257-5
Oktadinata, A., Yudo Prabowo, B., Junresti Daya, W., Diana, F., Nugraha, U., & Ockta, Y. (2024). Motivation And Physical Activity: Correlation Study On Extracurricular Sports Of High School Students. Journal of Education, Teaching, and Learning, 9, 35–39.
Panda, S., & Kaur, N. (2024). Empowered Minds (pp. 48–82). https://doi.org/10.4018/979-8-3693-1143-1.ch004
Pardede, P. (2024). Collaborative Writing in EFL Setting: A Review Article History. Journal of English Teaching, 10(1), 92–109. https://doi.org/10.33541/jet.v9i3.526
Shafiee Rad, H., Alipour, J., Jafarpour, A., & Hashemian, M. (2024). Unlocking the magic of digital adaptivity: Unleashing students’ writing skills and self-determination motivation through digital literacy instruction. System, 125, 103454. https://doi.org/10.1016/j.system.2024.103454
Temirkhanova, M., Abildinova, G., & Karaca, C. (2024). Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1408512
Yang, M., Meng, X., & Deris, F. D. (2025). Writing with motivation: To delve into the impacts of modifications in academic materials on learners’ motivation, creativity, and writing progress in online instruction. Learning and Motivation, 89, 102086. https://doi.org/10.1016/j.lmot.2024.102086
Main Article Content
Abstract
This qualitative study explores the interplay between digital literacy and learning motivation in shaping students’ academic writing abilities within an Islamic higher education context. Guided by three research aims, it investigates how students describe the role of digital literacy in their writing processes, how learning motivation influences their writing behaviors, and how both factors interact in their writing development. Data were collected through semi-structured interviews and document analysis, enabling the capture of students’ voices and personal narratives. Findings reveal that digital literacy supports efficient research, idea organization, and editing skills, while learning motivation sustains persistence and goal orientation in writing tasks. The interaction between these factors fosters both technical competence and value-driven writing practices rooted in Islamic principles. This study offers practical insights for curriculum design, pedagogical strategies, and institutional policies aimed at empowering students to write with confidence, purpose, and integrity.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Afrilyasanti, R., Basthomi, Y., & Zen, E. L. (2025). Fostering creativity and critical literacy: transforming EFL classes with engaging critical media literacy integration. Asian Education and Development Studies, 14(2), 133–151. https://doi.org/10.1108/AEDS-06-2024-0124
Aisyatin Kamila, Sa’diah, H., & Hidayaturrochman, R. (2024). Understanding Teachers’ Motivation: Profiles Of Early Childhood Teachers Continuing Their Studies. Jurnal At-Taujih, 4(2), 19–27. https://doi.org/10.30739/jbkid.v4i2.3412
Aldabbas, H., Pinnington, A., Lahrech, A., & Blaique, L. (2025). Extrinsic rewards for employee creativity? The role of perceived organisational support, work engagement and intrinsic motivation. International Journal of Innovation Science, 17(2), 237–260. https://doi.org/10.1108/IJIS-08-2022-0165
Apridayani, A., Han, W., & Sakkanayok, K. (2024). Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00263-3
Ata, R., & Alpaslan, M. M. (2024). The role of digital literacy, epistemological belief and reading motivation and engagement in teaching 21st century skills. The International Journal of Information and Learning Technology, 41(3), 304–317. https://doi.org/10.1108/IJILT-08-2023-0142
Bamalan, H. A. (2024). Social Learning in the Digital Age: An Analyze of the Benefits of Twitter Platform from Vygotsky’s Perspective. Journal of Educational and Human Sciences, 41, 392-409.
Bejaković, P., & Mrnjavac, Ž. (2024). The characteristics and role of digital literacy in an effective health protection. In Heliyon (Vol. 10, Issue 8). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2024.e29737
Bibiana Obiageli, M. (2024). Impact Of Library Skills On Value Orientation Among Students: A Global Perspective. Journal of Educational Research, 9(1). https://www.researchgate.net/publication/393145199
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, J., & Zhu, Q. (2025). Exploring first-year Chinese doctoral students’ metacognitive awareness and self-efficacy in an L2 genre-based academic writing course. Journal of English for Academic Purposes, 75, 101515. https://doi.org/10.1016/j.jeap.2025.101515
Chen, S. (2025). Effects of Cognitive‐, Social‐, and Group‐Awareness Tools on Learners’ Cognitive Load in Computer‐Mediated Writing Classes. Journal of Computer Assisted Learning, 41(3). https://doi.org/10.1111/jcal.70053
Choden, L. T., & Rigdel, K. S. (2024). Secondary Students’ Motivation Levels and Factors influencing Motivations through the Lens of Self-determination Theory. Journal of the International Society for Teacher Education, 28(2), 59–75. https://doi.org/10.26522/jiste.v28i2.4709
Dhobi, S. (2024). What, How and Why Academic Writing? Historical Journal, 15(2), 74–82. https://doi.org/10.3126/hj.v15i2.70674
Dong, S., Zhi, R., & Gan, F. (2025). Integrating Robotics in Art Education: Leveraging Constructivist and Experiential Learning Frameworks to Enhance Cognitive Development, Problem‐Solving Skills and Collaboration Among Diverse Learners. European Journal of Education, 60(2). https://doi.org/10.1111/ejed.70114
Guichon, N., Bédard, V., & Fortier, V. (2025). Digital literacy practices outside language classrooms: insights of adult migrants’ language education. Computer Assisted Language Learning, 1–22. https://doi.org/10.1080/09588221.2025.2482151
Hamad, H. A., & Charles, T. (2024). The Role of Educational Leaders in Ensuring Academic Integrity with Online Assessments. Open Journal of Leadership, 13(02), 154–167. https://doi.org/10.4236/ojl.2024.132010
Liang, B., Hashim, H., Latiff, A., & Associate, A. (2025). A Comparative Study of Axiological Foundations and Cultural Values in Eastern and Western Philosophical Traditions through Cinematic Narratives. In International Journal of Philosophy of Culture and Axiology (Vol. 22, Issue 4).
Lu, Q., Yao, Y., Xiao, L., Yuan, M., Wang, J., & Zhu, X. (2024). Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? Assessment & Evaluation in Higher Education, 49(5), 616–633. https://doi.org/10.1080/02602938.2024.2301722
Mulaydinov, F. , & S. D. (2024). The digital literacy practices of a novice English as a foreign language teacher when writing research articles for publication. University Research Base, , 376–382.
Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1), 305–346. https://doi.org/10.1007/s40692-022-00257-5
Oktadinata, A., Yudo Prabowo, B., Junresti Daya, W., Diana, F., Nugraha, U., & Ockta, Y. (2024). Motivation And Physical Activity: Correlation Study On Extracurricular Sports Of High School Students. Journal of Education, Teaching, and Learning, 9, 35–39.
Panda, S., & Kaur, N. (2024). Empowered Minds (pp. 48–82). https://doi.org/10.4018/979-8-3693-1143-1.ch004
Pardede, P. (2024). Collaborative Writing in EFL Setting: A Review Article History. Journal of English Teaching, 10(1), 92–109. https://doi.org/10.33541/jet.v9i3.526
Shafiee Rad, H., Alipour, J., Jafarpour, A., & Hashemian, M. (2024). Unlocking the magic of digital adaptivity: Unleashing students’ writing skills and self-determination motivation through digital literacy instruction. System, 125, 103454. https://doi.org/10.1016/j.system.2024.103454
Temirkhanova, M., Abildinova, G., & Karaca, C. (2024). Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1408512
Yang, M., Meng, X., & Deris, F. D. (2025). Writing with motivation: To delve into the impacts of modifications in academic materials on learners’ motivation, creativity, and writing progress in online instruction. Learning and Motivation, 89, 102086. https://doi.org/10.1016/j.lmot.2024.102086