Kahoot!, YouTube, and Blackboard to enhance English for specific purposes motivation: insights from a Saudi university

Khaled Khader Oraby; Salameh Saleem Mahmoud; Mohammad Khader Urabi

doi:10.51302/tce.2026.24509

Authors

Khaled Khader Oraby Lecturer of English Language and Linguistics at the English Language Institute/King Abdulaziz University (Jeddah, Saudi Arabia) https://orcid.org/0009-0009-7226-6717
Salameh Saleem Mahmoud Professor of TESOL at the Faculty of Engineering/King Abdulaziz University (Jeddah, Saudi Arabia) https://orcid.org/0009-0004-5117-5350
Mohammad Khader Urabi Lecturer of Education at the School of Educational Sciences/University of Jordan (Amman, Jordan) https://orcid.org/0009-0009-3292-3436

DOI:

https://doi.org/10.51302/tce.2026.24509

Keywords:

English for specific purposes (ESP), English language teaching (ELT) classrooms, information and communication technology (ICT), signal detection theory (SDT), King Abdulaziz University (KAU), learning management system (LMS), virtual classroom

Abstract

In an era increasingly defined by digital innovation, the traditional classroom struggles to meet the motivational needs of today's students. This study investigates the impact of integrating educational technology tools on student motivation and engagement in English for specific purposes (ESP) classrooms at a Saudi university. Guided by self-determination theory (SDT), the research focuses on three widely used platforms –Kahoot!, YouTube, and Blackboard– and examines how each contributes to fulfilling learners' psychological needs for autonomy, competence, and relatedness. Employing a qualitative-method design, the researchers developed a semi-structured observational checklist and conducted interviews with students to assess their engagement and perceptions of technology-enhanced learning. Findings reveal a strong positive response: students expressed increased enthusiasm, sustained attention, and higher participation in activities that included gamified quizzes, multimedia content, and online feedback mechanisms. The study introduces the ESP tech-motivation matrix (ETMM), a practical framework that maps specific technologies to motivational outcomes, offering educators actionable insights for fostering student-centered, digitally supported learning environments. The study recommends broader institutional adoption of ET and targeted teacher training, especially for educators with limited digital experience, to bridge the gap between traditional instruction and contemporary learner needs.

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Author Biographies

Khaled Khader Oraby, Lecturer of English Language and Linguistics at the English Language Institute/King Abdulaziz University (Jeddah, Saudi Arabia)

Cuenta con amplia experiencia en educación superior. Especializado en lingüística aplicada y teórica, en la enseñanza del inglés como lengua extranjera y en traducción y edición. Combina el conocimiento teórico con aplicaciones prácticas. Su trayectoria académica incluye una especialización en ESP por la Universidad de Ciencia y Tecnología de Jordania, una maestría en Lingüística por la Universidad de Yarmouk (Jordania) y un doctorado en Lingüística por la Universidad de Huddersfield (Reino Unido). Su dominio de las tecnologías de la información potencia su labor investigativa y docente en el campo de la lingüística. Este autor continúa contribuyendo significativamente a la disciplina, promoviendo la adquisición del lenguaje y la comunicación intercultural en entornos educativos diversos.

Salameh Saleem Mahmoud, Professor of TESOL at the Faculty of Engineering/King Abdulaziz University (Jeddah, Saudi Arabia)

Nacido en 1963 en Palestina, es un destacado especialista en currículo e instrucción para la enseñanza del idioma inglés. Con más de tres décadas de experiencia enseñando, coordinando y supervisando programas de inglés, se ha consolidado como una autoridad en el campo. Su investigación se centra en la enseñanza del inglés como lengua extranjera, incluyendo el desarrollo curricular, metodologías de enseñanza y técnicas de evaluación y motivación estudiantil. Este autor continúa influyendo y avanzando en la educación del idioma inglés, inspirando tanto a estudiantes como a otros docentes.

Mohammad Khader Urabi, Lecturer of Education at the School of Educational Sciences/University of Jordan (Amman, Jordan)

Sus intereses de investigación se centran en la integración de tecnología educativa, inglés con fines específicos, motivación del estudiante y desarrollo curricular. Con una amplia trayectoria en educación superior, este autor ha contribuido al avance de la pedagogía digital y de las estrategias de aprendizaje centradas en el estudiante en contextos educativos árabes. Está particularmente interesado en explorar cómo las tecnologías emergentes pueden mejorar la adquisición del lenguaje y la autonomía del aprendiz.

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