Psycholinguistic Insight Into Digital Language Learning Ecosystems Through Cognitive Competence and Emotional Engagement
Asia M – Abd. Rahim – Muhammad Akhir – Suraiya Chapakiya
DOI: 10.18355/XL.2026.19.01.05
Abstract
Digital technology has allowed educational institutions to change their operations. The digital transformation improved learners' skills and experience, learning outcomes, accessibility, quality learning resources, and information exchange. This study aims to investigate the effect of digital language learning ecosystems on achievement through cognitive competence and emotional engagement from a psycholinguistic perspective for university students in Indonesia. A survey-based quantitative investigation was conducted. Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to examine the survey data of 802 university students. Findings show that EE (0.346) improves student achievement more than cognitive competence (0.310). DLLE exerts a substantial direct impact on CC (0.895) and EE (0.848). CC and EE directly influence SA, with EE (0.408) exhibiting a more pronounced effect than CC (0.347). DLLE directly influences SA (0.656), indicating that mediators (CC and EE), DLLE maintains a significant function in SA. Cognitive and emotional factors greatly affect students' learning success and achievement in Digital Language Learning Ecosystems. The progression of DLLE must continue to prioritize emotional elements to cultivate a more holistic and effective learning experience. This concludes that DLLE fosters a more engaging, participatory, and stimulating educational atmosphere, enabling students to have greater emotional investment in the learning process. This study can be implemented by designing Digital Language Learning Ecosystems that balance strengthening cognitive competencies and emotional engagement through adaptive learning, gamification, and digital interactions to improve student learning outcomes.
Key words: Achievement, cognitive competence, emotional engagement, DLLE, psycholinguistic insight
Pages: 65-85
Full Text