Students’ Learning Motivation in Using Digital Devices During English Lessons at A Vocational High School

The use of digital devices in English learning has become increasingly common;
however, students often use them for both academic and non-academic purposes.
This study aimed to identify students’ learning motivation in using digital devices
during English lessons and to explore the motivational factors underlying their use
based on Self-Determination Theory (SDT), namely autonomy, competence, and
relatedness. This study employed a qualitative case study design involving 35
students of SMKN 1 Percut Sei Tuan. Data were collected through questionnaires
and semi-structured interviews and analyzed using the SDT framework. The
findings showed that students generally had positive learning motivation when
using digital devices in English learning. The relatedness factor was the most
dominant (73.71%), followed by autonomy (68.34%) and competence (67.43%).
The interviews revealed that students used digital devices to search for
information, improve their understanding of learning materials, complete
assignments, and communicate with teachers and peers. However, some students
also reported using digital devices for non-academic purposes during lessons. In
conclusion, digital devices support students’ learning motivation by enhancing
their autonomy, competence, and relatedness in English learning. Therefore,
proper guidance is needed to maximize their educational benefits and minimize
distractions.