Technology-Enhanced Blended Learning for Improving Student Engagement in Ecological Computer-Assisted Language Learning Environments

Blended learning in computer-assisted language learning (CALL) changes the ecology of learning environments by offering new opportunities and technology-enhanced affordances for student interaction and engagement. This study evaluates the effectiveness of blended learning platforms in promoting English classroom engagement in higher education. Using a mixed-methods approach, quantitative data from 661 undergraduate students were analyzed alongside qualitative interviews to assess how technology integration affects motivation and participation. Results indicate that blended learning environments, supported by digital platforms, increase students' classroom interaction frequency and engagement compared to traditional instruction. Female students and English-major students demonstrated higher responsiveness to blended environments than their peers. Correlation analyses further show that platform accessibility and interactivity are positively associated with classroom participation. These findings highlight the importance of technology infrastructure in designing effective blended learning systems and offer recommendations for integrating adaptive interaction mechanisms to optimize engagement in CALL classrooms, making learning environments more ecological. This study contributes to the design of technology-enhanced educational frameworks and provides insights for improving platform-driven learning in engineering and computing contexts.