Learning and knowledge technologies as mediators of motivation and meaningful learning of English as a foreign language in upper secondary education. Foundations for pedagogical research.

Abstract

In this article, the author analyzes the relationship between the use of digital educational platforms and motivation in the teaching and learning process of English as a foreign language at the upper secondary level. In a context of increasing digitalization, these platforms are becoming key resources to support teaching practices and address students' interests. The article examines how their integration influences motivation by promoting interaction, autonomous learning, and academic engagement. These theoretical considerations underpin a thesis proposal focused on learning and knowledge technologies and their impact on the academic motivation of upper secondary school students learning English as a contemporary foreign language.