Students’ Motivation to Use the Alef Platform for EFL Vocabulary Learning: A Convergent Mixed-Methods Study

Abstract

This study aims to describe seventh-grade 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 junior high 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 and reliable 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), 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. The study concludes that adaptive digital platforms such as Alef can substantially enhance students' motivation in EFL vocabulary learning when implemented consistently and supported by active teacher facilitation.