<![CDATA[As English language education increasingly integrates digital technologies to foster sustainable, globally competitive learning, it becomes essential to critically examine how these tools shape formative assessment practices and learner motivation, particularly in vocational contexts. This study investigates how Kahoot, a gamified student response system, facilitates formative assessment of the passive voice in an Indonesian vocational English Language Teaching classroom. Drawing on Self-Determination Theory (SDT), it specifically explores how primary digital affordances, real-time feedback, leaderboard visibility, and time-bound interaction, support or constrain learners’ experiences of autonomy, competence, and relatedness. Using a qualitative exploratory approach, data were collected through semi-structured interviews with 15 Grade XI students and supported by classroom observations. The data were analyzed using Reflexive Thematic Analysis. The findings indicate that real-time feedback helped students feel more competent and increased their awareness of passive voice structures, while the leaderboard feature encouraged peer interaction and a sense of relatedness. However, time pressure and public ranking created stress for some lower-performing students and reduced opportunities for self-paced learning, raising concerns about equity. These patterns suggest that Kahoot’s motivational effects are uneven across learners. In this study, sustainable digital formative assessment is understood as assessment practices that can maintain learner motivation and support psychological needs over time, while remaining responsive to vocational learning goals and classroom realities. The findings suggest that Kahoot can support motivating formative assessment, but its sustainability depends on how well its features are pedagogically aligned with students’ psychological needs and the practical demands of vocational English learning.]]>
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