"Students’ Perceptions of Live worksheets and Its Relationship with Motivation in English Language Learning among Third-Year Baccalaureate Students at a Public high school in Quevedo, Ecuador”

Resumen

The integration of digital technologies into English as a Foreign Language (EFL) instruction has created new opportunities to enhance students’ engagement, participation, and motivation through interactive learning resources. This study aims to examine third-year Baccalaureate students’ perceptions of Liveworksheets and its relationship with motivation in English language learning at a Public high school in Quevedo, Ecuador. A mixed-methods approach with a descriptive, non-experimental design was proposed to explore students’ experiences regarding perceived usefulness, interactivity and engagement, feedback and self-assessment, interest in learning English, and motivation and participation. Data collection was designed around a structured questionnaire incorporating five-point Likert-scale statements and open-ended questions, with quantitative responses analyzed through descriptive statistics and qualitative responses examined through thematic analysis. An illustrative comparison of pre-assessment and post-assessment scores showed positive differences across the five dimensions, with the overall mean increasing from 2.79 to 4.22. Interactivity and engagement presented the largest difference (+1.52), followed by motivation and participation (+1.44) and feedback and self-assessment (+1.43). Although these values are illustrative rather than verified empirical findings, they suggest potential areas for investigating students’ motivational experiences when using interactive digital worksheets. The study emphasizes the pedagogical relevance of integrating accessible, engaging, and appropriately designed digital activities into EFL instruction while recognizing the need for empirical evidence to establish the relationship between students’ perceptions of Liveworksheets and their motivation to learn English.