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<p>This study explores the impact of digital resources, specifically platforms and games, on the academic performance and self-perception of university students studying English for Specific Purposes (ESP). While previous research has acknowledged the motivational benefits of digital tools, this study distinguishes between students with very high and very low self-perception levels, thus offering a novel perspective on differentiated academic outcomes. The purpose of the research is to determine how digital resources influence academic achievement and to identify pedagogical strategies that can support students based on their self-perception profiles. The study is motivated by the need to enhance student engagement, autonomous learning, and metacognitive awareness in higher education settings, particularly in the context of ESP instruction. A quantitative, quasi-experimental design was adopted, using academic performance tests and a self-perception questionnaire as measurement tools. A within-subjects design was employed, where the same cohort of students first received traditional instruction (six weeks) and subsequently instruction integrating digital resources (eight weeks). Weekly academic assessments and a final self-perception questionnaire were administered. Comparative analyses were conducted between the academic results and self-perception classifications. The main findings reveal that instruction leveraging digital resources yields higher academic performance than traditional teaching methods. Digital platforms improved mean performance and were particularly beneficial for students with very low self-perception, as they fostered greater learner autonomy. Digital games also improved mean performance and had a positive impact across the entire sample, with especially strong effects among students with very high self-perception. In addition, students with very high self-perception reported significantly better perceptions of their learning than those with very low self-perception.</p><p>The practical implications suggest that instructors should strategically integrate digital platforms and games to address students’ diverse learning needs and enhance academic achievement. Furthermore, fostering metacognitive strategies could amplify the positive effects of digital tools, suggesting a rethinking of current teaching practices in higher education. This study contributes to the field by highlighting the dual role of digital resources in supporting both academic performance and self-perception among ESP students. It offers valuable insights for educators and curriculum designers aiming to create more inclusive, motivating, and effective learning environments<b>.</b></p>

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Evaluating the impact of digital resources on university students’ self-perception and academic performance in ESP learning

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  • 发表日期：

    2026年6月1日

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  • Beatriz Chaves-Yuste,
  • Cristina de-la-Peña

摘要

This study explores the impact of digital resources, specifically platforms and games, on the academic performance and self-perception of university students studying English for Specific Purposes (ESP). While previous research has acknowledged the motivational benefits of digital tools, this study distinguishes between students with very high and very low self-perception levels, thus offering a novel perspective on differentiated academic outcomes. The purpose of the research is to determine how digital resources influence academic achievement and to identify pedagogical strategies that can support students based on their self-perception profiles. The study is motivated by the need to enhance student engagement, autonomous learning, and metacognitive awareness in higher education settings, particularly in the context of ESP instruction. A quantitative, quasi-experimental design was adopted, using academic performance tests and a self-perception questionnaire as measurement tools. A within-subjects design was employed, where the same cohort of students first received traditional instruction (six weeks) and subsequently instruction integrating digital resources (eight weeks). Weekly academic assessments and a final self-perception questionnaire were administered. Comparative analyses were conducted between the academic results and self-perception classifications. The main findings reveal that instruction leveraging digital resources yields higher academic performance than traditional teaching methods. Digital platforms improved mean performance and were particularly beneficial for students with very low self-perception, as they fostered greater learner autonomy. Digital games also improved mean performance and had a positive impact across the entire sample, with especially strong effects among students with very high self-perception. In addition, students with very high self-perception reported significantly better perceptions of their learning than those with very low self-perception.

The practical implications suggest that instructors should strategically integrate digital platforms and games to address students’ diverse learning needs and enhance academic achievement. Furthermore, fostering metacognitive strategies could amplify the positive effects of digital tools, suggesting a rethinking of current teaching practices in higher education. This study contributes to the field by highlighting the dual role of digital resources in supporting both academic performance and self-perception among ESP students. It offers valuable insights for educators and curriculum designers aiming to create more inclusive, motivating, and effective learning environments.