The integration of digital platforms in language teaching has significantly transformed how learners engage and participate. This study explores the use of ClassDojo as a computer-assisted language learning (CALL) tool to enhance student motivation and English language use among Chinese EFL learners in a Sino-Foreign educational setting. Through qualitative interviews with 10 participants, the study examines learners’ experiences with ClassDojo, focusing on its impact on participation, engagement, effectiveness, and the role of the Sino-Foreign educational context on student interaction with CALL tools. The findings reveal that gamification elements, such as points and badges, promoted active participation, while real-time feedback increased classroom interaction, and peer influence cultivated a collaborative learning environment. Learners reported that digital tracking significantly enhanced their motivation, ClassDojo’s interactive features made learning engaging, and the platform’s structured support helped build language confidence. Furthermore, the Sino-Foreign educational context notably influenced CALL experiences, as learners navigated adaptation challenges and digital literacy issues, responded to cultural perceptions of technology in education, and depended on institutional support for CALL integration to benefit from digital learning tools. These findings provide valuable insights for educators seeking to optimize CALL platforms like ClassDojo to create more interactive, engaging, and culturally responsive EFL learning environments.