This article provides the results of a small exploratory pilot study that tested for the influence of a positive self-review intervention of the successful production of English via a tablet computer on Japanese junior high school students' EFL motives. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales survey was administered via a self-report measure before and after the intervention to an experimental and control group (N = 18). The students who were recorded successfully speaking in English (n = 9), including those who had PSR, report a higher level for Introjected Regulation (p < 0.05), Identified Regulation (Ideal L2 Self items; p < 0.10), and a higher level for the Intrinsic Motivation for Knowledge, Stimulation, and Accomplishment (p < 0.01) compared with the control group. These results indicate that positive self-review of the successful production of EFL via a tablet computer may bolster student self-determined EFL motives.