BASELINE STUDY OF THE PSYCHOLOGICAL DIMENSIONS OF THE INFLUENCE OF MULTIMEDIA TECHNOLOGIES ON THE MOTIVATION OF ADOLESCENT TERTIARY STUDENTS TO LEARN FOREIGN LANGUAGES

Abstract

Purpose. This study explores how adolescent tertiary students perceive the motivational impact of multimedia technologies in foreign language learning. By identifying which multimedia elements are considered most engaging and effective, the study aims to provide baseline insights for curriculum redesign that enhances student motivation through digital integration. Methods. A mixed-methods, survey-based design was employed, involving 537 students from six Ukrainian universities. The primary data collection tool was a validated questionnaire comprising 16 items across closed- and open-ended formats, covering attitudes toward multimedia use, its influence on motivation, integration with traditional methods, and perceived challenges.Quantitative data were analysed using descriptive and correlation statistics in Jamovi, while open responses were processed through thematic analysis. Results. Descriptive findings indicated that 68.7% of students believe multimedia significantly increases their motivation to learn foreign languages, while 64.2% and 70.4% reported positive impacts on intrinsic and self-motivation, respectively. Key motivational features identified included interactivity, gamified content, and real-time feedback. Correlation analysis showed moderate to strong positive associations between multimedia use and motivational indicators (r=0.45–0.73). Thematic analysis reinforced these findings, revealing students’ appreciation for practical relevance, emotional safety, and their call for structured curriculum integration of multimedia tools. Conclusions. The findings confirm the students’ positive perception along with the psychological and pedagogical relevance of multimedia technologies in enhancing motivation among digital-native learners. This study offers a Ukrainian-context baseline and supports the feasibility of implementing a motivation-centred foreign language curriculum that integrates multimedia in a developmentally appropriate and pedagogically sound manner.