The Effect of Digital Communication Activities on Iranian EFL Learners’ Classroom Engagement

Abstract

This study investigated the impact of digital communication activities on engagement among English as a Foreign Language (EFL) learners. Forty Iranian freshman students, consisting of 27 native Azari speakers and 13 Farsi speakers, aged 18 to 25 (M = 18.81, SD = 3.62), were selected and randomly assigned to the experimental and control groups, each with 20 students. Over a 3-month semester, the control group received traditional language instruction, while the experimental group engaged in various digital activities, including online discussions and language exchange, gamified learning, role-playing, story creation, peer review, and comprehension check using platforms like Skype, Duolingo, Duolingo Stories and Storybird. Engagement levels were measured pre- and post-intervention using the Student Engagement Scale (SES). Results indicated significant improvements in engagement for the experimental group, underscoring the effectiveness of digital tools in fostering emotional connections and active participation. These findings aligned with the Cognitive Theory of Learning and sociocultural theory, highlighting the importance of social interactions in language acquisition. Pedagogical implications suggested that educators should incorporate digital communication tools to create more engaging and inclusive learning environments. However, limitations such as a small sample size and short duration pointed to the necessity for further research. This research contributed to the literature on technology-enhanced language education, advocating for collaborative efforts to optimize digital tools in EFL contexts.

Keywords: Classroom engagement, digital communication activities, educational technology, EFL, language acquisition

DOI: 10.7176/JLLL/108-03

Publication date:August 31^st 2025