International Journal of
Information and Education Technology

Abstract—This study examines the role of digital technology in enhancing English as a Foreign Language (EFL) learning through Krashen’s Affective Filter Hypothesis, Cognitive Load Theory, and Constructivist Learning Theory. Using qualitative data from 43 EFL students, it identifies how technology influences engagement, reduces anxiety, and fosters collaborative learning. The thematic analysis revealed that specific tools, including Duolingo, YouTube, TED Talks, WhatsApp, Twitter, and Speechify, transformed language learning by integrating engaging, personalized tools into daily routines. Challenges such as distraction and interface complexity were noted, emphasizing the need for guided, intuitive integration. Findings underscore the importance of designing learner-centered, emotionally responsive tools that address psychological and cognitive language acquisition needs, offering insight into how thoughtful digital integration can empower learners and promote more effective EFL instruction.

Keywords—Krashen’s affective filter, cognitive load theory, English as a Foreign Language (EFL) digital technology, learner-centered technology, Emotional and cognitive dimensions

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Cite: Amal A. Metwally, "Digital Technology in EFL Education: Students’ Emotional and Cognitive Reflections from Blackboard Discussions," International Journal of Information and Education Technology, vol. 15, no. 9, pp. 1939-1951, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).