In the era of emerging technologies in the 21st Century classroom, secondary English Language Arts (ELA) students may exhibit complications in navigating literacy in blended learning environments. The purpose of this research study focused on addressing a gap in the current literature in these specific areas to investigate the relationship between ELA teachers' pedagogical practices and elements of secondary students' learning motivation for ELA. Specifically, this study explored secondary ELA students' perception of teachers' classroom practices, self-regulated learning, and digital self-efficacy. The overarching research question in this study examined: "What relationship exists between (a) the pedagogical practices of secondary ELA teachers in a blended learning environment and (b) student self-regulated learning and digital self-efficacy?" Following an explanatory sequential mixed-methodology research approach (Creswell & Clark, 2017), this study collected quantitative self-report data. During Phase 1 data analysis results revealed compelling evidence of motivating effects of students' perceptions of self-regulated learning, and digital self-efficacy in blended learning environments. Phase 2, semi-structured interview explored connections between teachers' influential pedagogical practices in the blended classroom and student motivational constructs reported in Phase 1. Data mixing occurred between Phases 1 and 2 and also at the interpretation stage of data analysis, reported with a comprehensive description of categories and subcategories. The conclusions of this research study considered quantitative and qualitative data independently and together. Students' perceptions of teachers' pedagogical practices hold significant relationship to student perception of digital self-efficacy, self-regulation and engaged motivation for learning English in a blended classroom. Theoretical implications for secondary high school English education are described, within focusing leadership recommendations, considering pedagogical practices, and facilitating student self-regulated digital self-efficacy employment within the English blended learning environment. Implications for English teacher professional development, limitations of the study, and future research recommendations are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]