| This study explores the implementation of SDL by students in doing English writing tasks using technology (laptop/computer, tablet, smartphone, software, platforms). This study implemented mixed research methods to collect data (questionnaire and interviews). Fifty-one students filled out the questionnaire, while thirteen were willing to take a follow-up interview. To analyse the data, the researcher used descriptive analyse method for questionnaire and thematic analysis for interviews. The analysis of data revealed findings that could answer both research questions. First, the respondents relied on technology, specifically laptops and smartphones to do writing tasks in the form of essays and reports that were often given by lecturers. Moreover, they often used writing strategies, namely the preparation process, making an outline, and writing a final draft. Second, regarding the self-motivation process, it was revealed that their motivation was divided into three main types, extrinsic motivation, intrinsic motivation, and family-related motivation. In addition, they maintained their motivation by doing things, such as self-regulation, emotional motivation, and self-pleasure. Third, they often encountered internal and external obstacles. And, the respondents usually solved these obstacles independently and by asking help from other people. Lastly, the findings also revealed that the respondents needed some training, such as accessing paid websites, operating software, and improving writing skills. Overall, the use of technology allows students to carry out self-directed learning either to download their own learning materials or to do online learning. However, it is undeniable that students still need training to improve their skills in operating technology. |