This study aims to describe the usage patterns and preferred digital applications independently utilized by eleventh-grade students at SMAN 7 Banjarmasin, investigate the operational challenges they encounter, and explore the pedagogical implications for English language teaching. Employing a qualitative descriptive design, data were collected through open-ended questionnaires, semi-structured interviews, direct observations, and documentation involving 5 purposefully selected students as core informants. The data were analyzed using the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing/verification.

The findings reveal that students actively exercise learner autonomy by incorporating a diverse ecosystem of digital platforms including YouTube, Spotify, TikTok, Duolingo, and Instagram for both receptive skill reinforcement and active communicative practice. However, the research uncovers that students frequently operate under a state of "pseudo-autonomy," where their digital engagement is largely steered by algorithmic recommendations rather than self-directed academic intent. Students face significant internal and external hurdles in transforming incidental exposure into systematic acquisition due to attention fragmentation, metacognitive deficits, erratic time management, and unstable internet connectivity. The study concludes that digital autonomy in secondary learners is a cultivated capacity rather than a default setting. Consequently, educators are encouraged to adopt Self-Regulating Teaching (SRT) roles and integrate blended learning designs to effectively bridge students' informal digital habits with formal curriculum goals.