<![CDATA[In an increasingly digital learning environment, students have greater opportunities to choose digital resources according to their interests and learning needs. However, less attention has been given to how students’ self-selection of different digital media is related to their motivation to learn English, particularly in the context of Indonesian university students. This study aimed to explore the types of self-selected digital media used by students and the perceived role of these media in supporting their motivation to learn English at Tadulako University, Indonesia. A qualitative descriptive research design was employed with 25 students from the English Language Education Study Program. Data were collected in two stages: a 10-item closed-ended Likert-scale questionnaire was administered to all 25 students to identify their perceptions and experiences, followed by semi-structured interviews with five selected students to obtain deeper information about their motivation and learning experiences. The data were analyzed using qualitative descriptive analysis. Questionnaire responses were summarized descriptively to identify patterns in students’ perceptions, while interview data were coded, grouped into categories, and developed into broader themes. The findings revealed that students used various self-selected digital media, including YouTube, TikTok, podcasts, movies, music applications, and language-learning applications. These media were perceived to support learner autonomy, motivation, confidence, and English skill development. Students also reported challenges, which they addressed through strategies such as using subtitles, replaying content, and practicing regularly. Overall, self-selected digital media played a supportive role in students’ motivation to learn English and encouraged continued learning both inside and outside the classroom.]]>
