<![CDATA[Objective: This study aims to strengthen the STEAM-EFL (Structural Technology Engagement and Achievement Model in English as a Foreign Language) by integrating Expectancy–Value Theory to better explain the relationship between technology use and students’ English achievement. The study is grounded in the issue that technology integration in language learning does not consistently lead to improved academic performance, suggesting the presence of underlying psychological mechanisms, particularly learning motivation. Method: A quantitative approach with an explanatory survey design was employed. The participants consisted of 35 non-English major students from the Faculty of Economics, Business, and Informatics at Universitas Bina Sehat PPNI Mojokerto. Data were collected using a structured questionnaire with a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: The findings reveal that technology engagement significantly influences expectancy of success, task value, and utility value. Among these, expectancy of success emerges as the strongest predictor of English achievement, followed by task value and utility value. Furthermore, motivation variables were found to mediate the relationship between technology engagement and academic achievement. Novelty: This study contributes theoretically by extending the STEAM-EFL model through motivational constructs and provides practical implications for designing technology-enhanced English learning that emphasizes student motivation.]]>
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