Digital-Platform Use Intensity and Motivation to Learn English among Indonesian University EFL Students: Evidence from Four-Week Self-Recorded Logs
DOI:
10.70211/ltsm.3026-7196.642Published:
2026-09-12Downloads
Abstract
Digital platforms are now embedded in university English learning, yet evidence from Indonesian higher education remains limited on how repeated use intensity relates to learner motivation. This study examined associations between two self-recorded indicators of digital-platform use intensity - weekly frequency and average session duration - and overall motivation to learn English among 210 second-year undergraduate EFL students from an eligible population of 450 established platform users at one Indonesian institution. A single-site observational correlational design combined a four-week self-recorded usage-log component with a 28-item five-point motivation questionnaire adapted from the Intrinsic Motivation Inventory and Keller's Instructional Materials Motivation Survey. A pilot test with 30 students outside the analytic sample yielded an overall Cronbach's alpha of 0.87. Because the retained study documentation did not support construct-level reliability or factor analysis, inferential interpretation was restricted to the overall motivation score. Weekly frequency was positively associated with overall motivation (r = 0.58, 95% CI [0.48, 0.66], p < 0.01), as was session duration (r = 0.51, 95% CI [0.40, 0.60], p < 0.01). These sizeable associations do not establish direction or causation. The study contributes context-specific evidence based on repeated short-window self-recording rather than a single use-perception measure. Interpretation is bounded by the single site, voluntary established-user sample, cross-platform aggregation, self-recording, absent demographic and proficiency controls, and unavailable item- and session-level data for independent reanalysis.
Keywords:
Digital Platform Use EFL Informal Digital Learning Learner Motivation Self-Recorded LogsReferences
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