This study aimed to examine the impact of digital learning platforms on medical students’ motivation in their English for Medical Purposes courses, using Self-Determination Theory as the theoretical framework. The research employed an explanatory sequential mixed-methods design with three research tools, including a structured questionnaire, classroom observations of three classes and two focus group interviews with 12 volunteering. Results have shown that digital learning platforms significantly boosted the students’ motivation in learning medical English. The present study also reported how digital learning platforms were utilized in the English for Medical Purposes classes, the interaction patterns of the students when they learned with the tools and psychological factors that motivated the students in the learning. These findings highlighted the need for incorporating digital learning platforms into the English for Medical Purposes curriculum to enhance medical students’ motivation in learning medical English and increase the learning outcomes as well.