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.