The impact of mobile technology in blended learning on student interaction and motivation in ESP classes: A case study in Omani higher education

Abstract

This study examines how mobile technologies used in blended learning environments affect student participation and motivation levels during English for Specific Purposes (ESP) classes at Omani higher education institutions. The research aims to identify effective uses of mobile devices, examine how mobile applications promote interaction and motivation, and determine which applications best support these outcomes. The researchers used a qualitative case study approach, which included semi-structured interviews with five ESP teachers and three focus group discussions with second-year students at a maritime college. The thematic analysis process produced five primary themes. The results show that mobile technology enables users to communicate in real-time while working together and participating actively through gamified tools, AI-supported feedback, and interactive platforms, including Microsoft Teams, Moodle, Kahoot, Quizlet, and ChatGPT. Students experienced higher levels of confidence, independence, and greater enthusiasm when activities matched their professional development needs. The study identified several challenges, including unstable internet connectivity, device limitations, cognitive overload from using multiple platforms, and overreliance on AI-generated feedback and social media distractions. The study shows that effective mobile integration requires both technology availability and strategic instructional design, which follows motivational principles.