Students' Motivation toward the Use of Alef Platform for Secondary School EFL Vocabulary Learning: A Mixed-Methods Study

Abstract

This study aims to describe students’motivation toward the use of the Alef Platform, an AI-based adaptive learning system, in English vocabulary learning. Vocabulary mastery is a fundamental yet often challenging aspect of English learning for secondary school students, and technology-enhanced learning platforms are increasingly used to address low learning motivation. This research employed a convergent mixed-methods design, combining a validated 24-item Likert-scale questionnaire administered to 70 students with semi-structured interviews and classroom observations involving nine purposively selected students. The questionnaire measured three motivational dimensions: intrinsic motivation, extrinsic motivation, and perceived usefulness. The results show that students' overall motivation toward the use of the Alef Platform falls into the Very High category (M = 4.20; Very High = 4.21–5.00 on the study's 1.00–5.00 five-point interpretive scale), with intrinsic motivation as the strongest dimension (M = 4.28), followed by perceived usefulness (M = 4.24) and extrinsic motivation (M = 4.09). Qualitative findings reveal that students experienced enjoyment, curiosity, and a sense of achievement while using the platform, while teacher facilitation, grades, and the platform's reward system remained meaningful sources of extrinsic motivation; these qualitative findings converge with and help explain the quantitative results, particularly the comparatively lower extrinsic motivation score. The study concludes that adaptive digital platforms such as Alef are associated with higher motivation in EFL vocabulary learning when implemented consistently and supported by active teacher facilitation.