In the Context of Digital Intelligence, a Study on the Strategies for Stimulating English Learning Motivation among Undergraduates in Private Colleges

Abstract

Digital intelligence technology is reshaping the landscape of higher foreign language education, opening up new theoretical spaces for research on learning motivation. The English learning motivation of undergraduates in private colleges exhibits group characteristics such as instrumentality dominance, low self-efficacy, and external attribution, which form a structural tension with the demand for autonomy within the digital intelligence field, making motivation stimulation a critical issue. This study examines the transformation of the learning ecology triggered by technological embedding from the perspective of field reconstruction, and further analyzes the deep mechanism through which digital intelligence elements generate motivation: technological empowerment triggers intrinsic motivation by satisfying the needs for autonomy, competence, and relatedness; interactive enhancement sustains instrumental motivation through immediate feedback and social incentives; and immersive experience regulates learning engagement via the flow channel. Grounded in the concept of motivational adaptation to intelligence, the study designs three stimulation pathways: dynamic intervention based on learning analytics, the construction of meaning by connecting with the lifeworld, and the cultivation of self-regulation capacity within a support system, aiming to provide a theoretical reference for foreign language teaching in private colleges in the digital intelligence era.