Reframing English learning strategies in response to technological shifts among EFL students experiencing a directed motivational current (DMC) in learning ESP

This study examines how students’ learning strategies evolve in response to technological advancements, with a focus on EFL learners experiencing a Directed Motivational Current (DMC) in ESP. It aims to identify key strategies used, how they evolve during DMC, and DMC’s impact on these changes in learning. DMC is the latest motivational theory designed to motivate students to foster creativity and discover their own learning strategies. Using a qualitative case study approach, fifteen participants were involved, including thirteen students identified as having DMC and two experienced ESP lecturers from a private vocational higher campus in North Maluku, Indonesia, who participated in this research. The findings reveal that the strategies employed by EFL learners experiencing a DMC in ESP learning include digital access, cognitive, and social strategies, with digital access being the most prominent. The adaptation was characterized by a shift from general learning methods to instrumental and personal digital approaches. This strategic evolution manifests in two primary ways: instrumental digital adaptation and personal digital adaptation. DMC acts as a strong and consistent learning trigger, driving strategic adjustments, and its impact is apparent in fostering effective strategies and linking learning to professional identity. This study highlights how EFL students experiencing a DMC in ESP learning develop reflective, individual, and adaptable learning strategies. These strategies mirror their evolving learning and professional identities and ambitions, supporting a more personal and meaningful learning experience.

Introduction

Technological developments have triggered a paradigm shift in EFL learning, particularly in the context of English for Specific Purposes (ESP). This is because the ESP learning environment is very sensitive to technological changes. The ESP curriculum is required to align with specific career or professional fields, which experience rapid changes in content and the development of work tools, along with technological advancements and globalization. Therefore, state-of-the-art learning heavily relies on digital tools and resources to provide relevant, authentic, and up-to-date materials (Dashtestani and Stojković, 2015), especially in the context of ESP. The demands of a rapidly changing environment require students to remain enthusiastic in the face of challenges.

Despite the shift to digital technology, traditional learning methods, such as print textbooks, grammar exercises, and translation tests, still form the basis of ESP teaching in some institutions. These focus on language structure, but modern approaches require digital tools to make learning more authentic, interactive, and Learner-Centered, thereby meeting the demands of 21st-century professionals. Learner motivation is crucial for adapting to this digital transition.

Motivation remains a central concern among English Foreign Language Learners (EFL) (Huo et al., 2025). The concept of Directed Motivational Current (DMC) offers a framework for understanding intense, sustainable, and directed motivational drives, which are often triggered by a clear vision of the future or compelling career goals (Dörnyei, 2013b). DMC is defined as a surge of motivational energy that is sustainable and self-renewing, enabling individuals to achieve significant long-term goals, such as a career objective (Dörnyei et al., 2015; Muir and Dörnyei, 2013; Dörnyei et al., 2016).

DMC is understood to have three core characteristics that distinguish it from ordinary motivation. They are goal/vision orientation, where individuals have clear and highly valued end targets; salient facilitative structure, which involves developing structured and automated behavioral routines to achieve goals; and positive emotionality, which is an intense feeling of joy and Self-fulfillment during the process of having a DMC (Muir and Dörnyei, 2013; Zarrinabadi and Khajeh, 2023; Peng and Phakiti, 2022).

Learners experiencing a DMC display strong dedication to their language goals. Students identified as having a DMC, according to Dörnyei et al. (2016) and Zarrinabadi et al. (2019), exhibit clear objectives, high enthusiasm and effort, noticeable changes in daily activities, and ongoing commitment, accompanied by positive feelings. This proves that the strength of a DMC needs to be optimized, as research suggests that highly motivated learners (DMCs) of EFL will independently adapt and recognize their learning strategies, utilize digital tools in response to technological advancements, and address specific ESP needs.

Although many studies have examined DMC in a language context, studies that explicitly link a DMC with the adjustment of learning strategies, amid rapid digital shifts and the specific demands of ESP, remain limited (Zarrinabadi et al., 2019). There is a pressing need to investigate how DMC functions as a driving mechanism that guides EFL learners to formulate effective digital strategies proactively in the ESP learning environment. Anthony (2018) states that ESP teaches language suited to learners’ needs. Therefore, it is crucial to have a deep understanding of how DMC influences the adaptation of learning strategies in the digital era.

As a result, this study aims to describe the reframed learning strategies among EFL students who experience DMC during ESP learning and provide a practical perspective on teaching in the digital age.

Research questions

RQ.1. What are the learning strategies used by EFL students experiencing a Directed Motivational Current (DMC) in ESP learning?

RQ.2. How does the EFL strategy shift during experiencing a Directed Motivational Current (DMC) in ESP learning?

RQ.3. How does the Directed Motivational Current (DMC) impact the adaptation of learning strategies among EFL students in ESP learning?

Methods

This study employs a qualitative case study approach to understand the learning strategies used by EFL students experiencing a DMC in ESP learning. By focusing on participants’ feelings, memories, experiences, and thoughts, this study aims to understand the significance of their experiences (Kusumaningputri and Widodo, 2018). A qualitative design was chosen to gain a deep understanding of complex issues, which is beyond the scope of quantitative data (Dunwoodie et al., 2023). Examining the case helps uncover missed details. A case study captures the small interactions and social realities of students experiencing a DMC in ESP learning, allowing for a detailed examination of specific groups or situations.

Participants

The participants consisted of fifteen individuals: thirteen EFL students specifically identified as experiencing a Directed Motivational Current (DMC) and two ESP lecturers. All participants were drawn from a private vocational higher campus in Ternate, North Maluku, Indonesia. The student participants were primarily enrolled in the Informatics and Computer departments, where ESP learning is highly linked to professional and career–specific goals within technological fields.

The researchers employed systematic purposive sampling in several stages to select the final sample. Formal permission was first obtained from the campus, followed by meetings with two ESP lecturers. After gaining their consent, the researchers explained the study’s aims and provided a set of criteria for participant selection, based on the work of Zarrinabadi et al. (2019). These criteria included clear goals, energy, persistence, progress, behavioral change, commitment, engagement, and positive learning experiences. After completing the DMC selection questionnaire aligned with these criteria, the lecturers recommended students matching the profile. Finally, the authors contacted the students and arranged face-to-face interviews.

The thirteen students vary in their experience with learning ESP, as do the two lecturers, who have been teaching ESP for 6 years. This criterion is ensured to be in accordance with this study and can provide accurate information related to the researcher’s findings. Eight males and five females, with an average age of 20 and 2–3 years of ESP experience, were selected based on the aforementioned DMC criteria and lecturers’ recommendations. Their English proficiency level, as assessed by the institution’s language center, was used only to establish a baseline for fundamental comprehension. This assessment placed nine students at the elementary level (scores 310–400) and four at the intermediate level (scores 401–500). Elementary English level, recognizing general ESP vocabulary, and simple structure, and intermediate levels, understand ESP-related texts, everyday conversations, and write complex sentences. The detailed demographic is presented in Tables 1, 2.

Table 1

Table 1. Demographic information of students.

Table 2

Table 2. Demographic information of lecturers.

This demographic data provides a detailed context for the participants, aligning with the principles of qualitative case study research. It is not intended for statistical generalization, the primary focus of quantitative research, but rather to support the validity and traceability of findings within the qualitative framework.

Data collection procedures

The researcher collected data through semi-structured interviews with each of 15 participants. Interviews are conducted face-to-face, individually on campus, and via WhatsApp video calls, depending on the students’ willingness and their individual considerations. A predetermined interview protocol was used to guide the interview, ensuring all relevant topics were covered. The interview protocol includes an open-ended question to elicit students’ and lecturers’ perspectives on the strategy used, as well as the transition to a technology-based strategy, and the role of the DMC.

The interviews were audio-recorded to ensure accuracy and facilitate detailed analysis. Each interview lasted 45–60 min, allowing for additional time to explore the questions in depth. Before the interview, participants were informed about the purpose of the research. Written informed consent was obtained from each participant before the commencement of the interview. The complete list of questions for semi-structured interviews is shown in Table 3.

Table 3

Table 3. Questions for semi-structured interview.

Data analysis

Audio-recorded interviews were transcribed verbatim to preserve their richness and authenticity, including reliability, as well as pauses, repetitions, and informal language. This level of detail was crucial for thematic analysis, enabling the identification of nuanced meanings and patterns that might be overlooked in edited transcripts (Braun and Clarke, 2006; Nowell et al., 2017). Authentic voice recordings enriched interpretative depth and kept coding rooted in genuine expressions (Halcomb and Davidson, 2006). The thematic analysis followed Braun and Clarke's (2006, 2019) six-phase process. It involved: (1) familiarizing with the data through reading and listening; (2) generating initial codes by identifying patterns; (3) organizing codes into themes to find broader meaning; (4) reviewing themes for accuracy and consistency; (5) defining and naming themes with clear descriptions; and (6) producing the report by selecting excerpts to illustrate themes.

Three researchers coded independently to ensure credible findings. After generating the initial codes, they compared the results and discussed discrepancies until a consensus was reached. This method reduced bias and ensured themes reflected participants’ views.

Themes were validated through peer debriefing and re-examining data to ensure coding consistency with interview excerpts. An audit trail was created to document coding decisions, theme development, and other key activities, ensuring transparency and clarity at every step of the changes.The analysis was systematic and collaborative, increasing rigor and trustworthiness. Miles et al. (2014) highlight that qualitative design is a flexible, interactive, and iterative process, not a rigid linear plan. The coding process and themes are shown in Table 4.

Table 4

Table 4. Coding and themes.

Findings

Learning strategies used by EFL students experiencing a DMC in ESP learning

Thematic analysis revealed that EFL students primarily employed cognitive, social, and digital access strategies as key learning strategies. Digital access became the dominant strategy for students experiencing DMC in ESP learning. Students access digital technology as the primary tool for learning ESP. This includes apps like Google Translate, online dictionaries, Duolingo, Hello Talk, and ChatGPT, as well as exploring social media platforms like YouTube and Instagram, and following content creators.

"When I got an assignment related to computer terms, I searched on Google Translate, an online dictionary" (Student 1)

"I learned from the Internet, from books in English, and learning videos" (Student 2)

"I like to study on YouTube and watch content creators who speak English and relate to college majors" (Student 5)

"If I get a project assignment, and a lot of complicated words and terms, I open an online dictionary, ChatGPT, which is more instrumental" (Student 10)

"I use offline dictionaries, apps like Hello Talk and Ruang Guru" (Student 4)

"On Instagram, there is a lot of English material too, I like to watch" (Student 7)

Students access ESP in real-time through apps, games, and the internet, tailored to their individual needs and interests. This fosters flexible, interactive learning, helping them solve tasks effectively, supported by their hobbies, motivation, and goals (Leba et al., 2021). Technology and social media are heavily used by EFL students facing DMC in ESP. The lecturers also acknowledge this.

"When students are given an assignment, they ask first, Is it okay to use ChatGPT?' I observe them, mostly ChatGPT, Google searching" (Lecturer 1)

"I see that there were changes before the rise of technology and today. Students are inclined towards technology, and I consider this their learning strategy" (Lecturer 2)

Besides a digital access strategy, students employ cognitive strategies such as repetition, note-taking, memorization, and using small notes to enhance vocabulary recall. They also utilize traditional media, such as books, music, and movies, and engage in social learning through online courses and communities. These findings demonstrate that adapting to digital technology and adopting an independent, collaborative approach are key to effective ESP learning.

"I still use small notes a lot" (Student 11)

"I use the technique of taking notes, but on the cellphone" (Student 9)

“I immediately memorized it, sir. Sometimes I read over and over again until I get the meaning” (Student 2)

"I also like music, I learned many words there" (Student 1)

"Watching and listening to music, I like both" (Student 8)

These activities foster reflective and collaborative learning, boosting retention and academic identity, which in turn improve learning efficiency, motivation, and autonomy relevant to their major. Spratt et al. (2002) confirmed that motivation boosts independent learning, with motivated learners engaging in more self-directed activities. Where autonomy matters everywhere (Ryan et al., 2021). Additionally, the conventional method is mainly used for materials like vocabulary and reading lessons, or after social media, which ESP lecturers observe.

“Some still use conventional methods like memorizing, note-taking, or taking photos of materials stored on their cell phones”. (Lecturer 1).

“Yes, social media such as Instagram and FB” (lecturer 2)

This suggests that current conditions indeed influence access to digital strategy selection, even though conventional methods still appear, but digital apps dominate them.

Evolution and adaptation of learning strategies in response to technological shifts

The finding revealed a dynamic process of strategic evolution among students experiencing a DMC. The adaptation was characterized by the shift from general learning methods to instrumental and personal digital adaptation. This strategic evolution manifests in two core ways: instrumental digital and personal digital adaptation.

Instrumental digital adaptation is defined by the instrumental use of digital tools to enhance learning efficacy and complete specific tasks. It encourages the strategic incorporation of specialized digital tools (e.g., AI, chatbots, technical translation apps, online forums) into their learning, enriching understanding, and expanding vocabulary with minimal effort. This dimension represents a practical choice of digital ‘means’ that directly supports their immediate ESP needs, prioritizing speed, effectiveness, and efficiency. For instance, students can join professional forums, watch tutorial videos related to informatics and computing, and use translation tools to quickly understand technical English, making their learning experience more engaging and effective. As the students said below:

“I learned with ChatGPT, and I am more confident” (Student 5)

"It is easier with the app and effective, in my opinion" (Student 7)

In contrast, personal digital adaptation, fueled by DMC, is a highly self-regulated and intrinsic process that involves incorporating digital learning habits into one’s professional identity. Students reported proactively setting up personalized digital learning ecosystems, such as creating a curated list of technical English terms on mobile notes or dedicating specific media accounts solely for professional English exposure. This strategy transcends more tool use; it is a sustained digital identity for professional growth. This adaptation reflects their growing sense of autonomy and commitment to their career goals, making it a deep, personal commitment to their future selves.

“Sometimes I learn ESP offline, but now I mostly open Google and ChatGPT” (Student 10)

“Playing an attractive game, I note the words, and I like it very much” (Student 12)

This change and adaptation have been happening for a long time, dating back to the emergence of large-scale technology. With their own awareness, students understand how they use technology in learning ESP. As the lecturer noted:

“They have used AI, Google, and cell phones to note and capture the task on board, for a long time, since the massive development of technology" (Lecturer 1)

This trend shows EFL students actively use technology to personalize learning, not just passively consume content like AI, games, or Google for study. High DMC reflects a strong willingness (Li et al., 2021). It aligns with Reinders and Wattana (2015), who report that digital games boost engagement and vocabulary retention.

The impact of DMC on the adaptation of learning strategies

The findings demonstrate that DMC serves as a powerful and consistent learning trigger, catalyzing strategic adaptations. Participants described DMC as a long-term energy source and direction that sustains learning, ESP, and adapting to new technology. DMC’s impact appears in fostering effective strategies and connecting learning to professional identity.

Fostering effective strategies, DMC urged students to pursue the most efficient methods, regardless of difficulty. They reported discarding ineffective traditional techniques and focusing solely on digital strategies aligned with their professional goals.

Connecting learning to professional identity. The DMC, grounded in a clear career vision, explained the reason for the adaptation. Learning a new technical term or mastering a new digital tool was not viewed as just an academic task but as an immediate investment in their future professional identity, thereby reinforcing their commitment to strategy adjustment.

"Having a goal, enthusiasm, and confidence make it comfortable to learn" (Student 10)

"I am still motivated, sir, so that we can succeed" (Student 4)

“Just feel effective, sir, especially since the strategy I use is in accordance with the current learning" (Student 12)

Students with DMC are more motivated and prefer flexible, tech-based learning strategies. DMC enhances learning intensity and fosters personalized, reflective strategies essential for success in ESP’s tech-driven environment. DMCs act as triggers in activities, and the ability to adapt and use digital tools as a learning strategy can boost their learning value and motivation (Gao and Shen, 2021; Henry et al., 2015; Ibrahim, 2017).

"So far, the strategy used affects student grades, comfort in learning, and motivation" (Lecturer 2)

The recognition of the above also demonstrates the positive impact of strategies employed by students who experience a DMC.

Discussion

This section discusses findings related to the reframed English learning strategies responding to technological shifts among EFL students experiencing a Directed Motivational Current (DMC) in learning ESP. The first research question aimed to identify the most popular strategy for learning ESP among EFL students experiencing a DMC. The popularity of social media reflects a desire for engaging and motivating learning (Masgoret and Gardner, 2003). The data indicated that the technology and social media strategy is the most widely used strategy, which is often simplified to the Digital Access Strategy. The technology used encourages the emergence of active and flexible strategies (Gao and Shen, 2021).

Students utilize various digital resources, including social media sites like YouTube and Instagram, language apps like Duolingo and HelloTalk, and AI programs like ChatGPT and Google Translate, for ESP and specialized term acquisition. This trend indicates that EFL students actively utilize technology to personalize their learning, rather than passively consuming digital content. This finding aligns closely with Godwin-Jones (2018), who states that mobile technology and artificial intelligence offer new opportunities for language learning by empowering learners to seek out customized, relevant input. The use of social media content providers and interactive games demonstrates a desire for contextual and interactive learning, which in turn raises motivation and engagement (Leba et al., 2021). The use of social media serves as a trigger for students who experience a DMC, making learning easier, more effective, and more comfortable. The change is dynamic in language learning (Dörnyei 2013a). It also confirms that DMCs are triggers in each activity (Henry et al., 2015; Ibrahim, 2017).

Cognitive strategies also serve as other options in learning ESP, such as repetition and note-taking. However, they still incorporate the use of technological tools because they are recorded on the cell phone. They remain effective in language learning (Oxford, 2017; 1989). Students prefer these tools over traditional methods, finding them more useful. Recent research suggests that mobile technology influences learning strategies by providing instant access and flexibility, aligning with students’ academic and career needs (Gao and Shen, 2021).

Results indicate a shift toward instrumental and personal digital adaptation, with traditional methods still being used alongside digital tools. Philp and Duchesne (2016) say that reflective and adaptive learning measures language success and enables learners to manage their education independently. Despite widespread digital tool use, a blended approach remains effective through strategies such as memorization, note-taking, repetition, and engaging with English media. Zarrinabadi and Khodarahmi (2023) note that change is driven by both convenience and goal achievement, with digital tools now being the primary method and traditional methods used for specific tasks, such as vocabulary retention. This goal-based strategy reflects focused motivation (Dörnyei et al., 2016).

Digital literacy and flexibility are demonstrated by students combining classic techniques, such as note-taking and memorization, with digital tools like ChatGPT, online dictionaries, and cell phone notes. Digitalization enables more flexible and personalized strategies (Gao and Shen, 2021). This fusion fosters collaborative and reflective learning, boosting efficiency, autonomy, and retention. Instructors observe the continued use of traditional methods but note a trend toward technology, indicating how ESP learning has evolved into a more adaptable, digital approach that blends social and cognitive strategies (Li et al., 2021).

The DMC influences students’ strategy choice and learning transition in ESP, acting as a catalyst for effective strategies and a trigger for learning. Henry et al. (2015) stated that DMC provides ongoing motivation, prompting students to adopt the most effective tactics tailored to their needs. Traits of a DMC include feeling inspired, confident, and purposeful. Maintaining dedication for successful self-directed learning needs this sustained motivation (Dörnyei et al., 2016; Henry, 2019). Muir and Dörnyei (2013) state that DMC involves ongoing, meaningful learning driven by a long-term vision, with active organization of learning.

DMC ensures triggers are in every learning activity. Digital tools, such as interactive games and apps, serve as triggers, helping to maintain motivation and positive emotions (Dörnyei et al., 2015). It is a structured motivational state that enables learners to adopt new, adaptable tactics, such as integrating AI or online interaction, to achieve long-term goals (Dörnyei et al., 2016; Ibrahim, 2017). Dörnyei (2014) emphasizes motivation is about beginning and sustaining student engagement. DMC students’ readiness for technological and employment changes enhances their learning and strategic choices, guiding their learning (Jahedizadeh and Al-Hoorie, 2021). Strong motivation enhances independent and flexible learning, as evidenced by Spratt et al. (2002). DMC’s digital tech use both drives and results from increasing motivation and learning in a feedback loop (Zarrinabadi et al., 2019).

Conclusion

This study examined how EFL students’ Directed Motivational Current (DMC) influences their learning in ESP, showing that it motivates strategy choice and adaptation in response to technological shifts. Three key points emerged: The leading strategy is the digital access strategy, in which motivated students preferred the proactive use of digital tools, such as ChatGPT, online dictionaries, and social media, over traditional methods. Strategic Evolution, where students transition from general language learning methods to the more specific instrumental digital adaptation (tool-focused efficiency) and personal adaptation (self-regulated learning and identity). DMC’s impact is a powerful and consistent learning trigger, driving strategic adjustments and highlighting its role in fostering personalized, adaptive strategies by closely linking learning to professional identity and future goals. The research confirms that, in the digital age, DMC serves as an essential catalyst for reframing learning strategies, transitioning from a traditional approach to an adaptive, digitally focused one. This shift is correlated to strategic self-regulation, empowering students to become autonomous learners and shaping their paths to professional goals.

Implications for future research

The results advocate for the further incorporation of discipline-specific digital tasks that enable students to practice their Digital Access Strategy, which has significant implications for ESP curriculum design. Lecturers should use the DMC by clearly relating language assignments to students’ professional aspirations. Longitudinal studies should be considered in future research to monitor the durability and sustainability of the long-term strategic adjustments implemented by DMC.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

The studies involving humans were approved by Wakil Rektor Bidang Akademik/Insitut Teknologi Gamalama Ternate. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study. Written informed consent was obtained from the individual(s) for the publication of any potentially identifiable images or data included in this article.

Author contributions

AA: Conceptualization, Data curation, Formal analysis, Methodology, Resources, Validation, Writing – original draft, Writing – review & editing. SD: Conceptualization, Data curation, Formal analysis, Methodology, Project administration, Resources, Writing – original draft, Writing – review & editing. AP: Writing – original draft, Writing – review & editing.

Funding

The author(s) declare that financial support was received for the research and/or publication of this article. The first author was honored with the Beasiswa Pendidikan Indonesia (BPI) in 2022. We are grateful for the support provided by the Doctoral Scholarship Program for Indonesian Lecturers, the Centre for Higher Education Funding and Assessment, and the Ministry of Higher Education, Science and Technology of the Republic of Indonesia, which sponsored this research.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Generative AI statement

The authors declare that no Gen AI was used in the creation of this manuscript.

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