Fostering Motivation and Learner Autonomy Through Busuu: Pre-Service Teachers’ Perceptions and Experiences

Abstract

Digital technology enables learners to engage with English beyond the classroom, and applications such as Busuu offer interactive features that may support motivation and autonomy. This qualitative study explored the role of Busuu in fostering motivation and learner autonomy among seven pre-service English teachers, focusing on their perceptions and experiences. Data were collected through questionnaires and interviews and analyzed thematically. Participants generally had positive experiences. Six of the seven reported increased motivation because of daily reminders, learning goals, and progress tracking, and most reported that Busuu supported their autonomy by allowing them to manage their pace, select materials, set goals, and monitor progress. All seven reported improved speaking experiences, particularly in pronunciation practice and speech recognition, which increased their confidence. Challenges included unstable internet connections, restricted advanced materials in the free version, and limited feedback for some skills. Busuu can serve as a supplementary tool for promoting motivation, autonomy, and independent English learning, but it should complement rather than replace classroom interaction.