Abstract
Motivational research has been unable to keep up with the rapid progress of the mobile age. To explore their self-reflections of the experience of learning English through ICT, the author conducted interviews with four fourth-year students that attended a university that actively employed ICT in English classes. The interviews were analyzed qualitatively. According to self-determination theory (Ryan & Deci, 2002), intrinsic motivation can be generated when ICT tools are used autonomously. For the four interviewed students, the use of ICT tools was obligatory; however, the findings revealed that the participants conducted e-learning autonomously by taking full advantage of ICT tools, including hand-held devices. Their positive approach to ICT-based English education led to their good grades and improved motivation.
