Digital Readiness and Student Engagement in Technology-Enhanced English Learning: Evidence from Indonesian Higher Education

The increasing integration of digital technology into higher education has created new opportunities for English learning while raising questions about students’ readiness to use technology meaningfully. This study explored Indonesian university students’ digital readiness and engagement in technology supported English learning and examined the factors shaping their experiences. A qualitative case study design was employed with undergraduate students who had direct experience using digital technologies in English courses. Data were collected through semi structured interviews, non-participant classroom observations, and relevant learning documents and were analyzed using reflexive thematic analysis. The findings showed that digital readiness extended beyond access to devices and included confidence, previous digital experience, independence, and the ability to use technology purposefully for academic learning. Students demonstrated stronger engagement when digital activities involved interaction, collaboration, communication, problem solving, and English language production, whereas activities focused mainly on receiving materials or submitting assignments generated less active participation. The findings further indicated that lecturer support, task design, perceived usefulness, accessibility, and previous digital experience shaped both readiness and engagement. The study concluded that digital readiness and engagement were closely connected but were also influenced by the learning environment. These findings highlight the need for Indonesian universities and English lecturers to move beyond providing digital tools and develop learning conditions that strengthen students’ digital confidence, independence, and meaningful participation in English learning.