Independent Learning in Higher Education: Perspectives and Challenges from EFL Students
DOI:
https://doi.org/10.58194/eloquence.v4i2.2848Keywords:
Higher Education, Students’ Challenges-Motivation-Strategies, Independent LearningAbstract
Background: In learning other language, higher education students’ perceptions of independent learning—including their motivations, challenges, strategies, and its impact on achievement—are crucial to investigate.
Purpose: This research seeks to elucidate EFL students' motives, obstacles, tactics, and the effects of independent learning from their perspective.
Method: A qualitative research design is used in this research. Data is collected through an open-ended questionnaire. The participants are ten first-year postgraduate students enrolled in the Higher Education Study Skills course. Then, open and selective coding are performed to analyse the data.
Results and Discussion: The findings show different motivations from participants in their motivations, challenges, strategies, and impact from independent learning. This research also provides the mechanism on how the students manage their challenges to help them achieve learning goals. Various findings related to students’ perceptions invites contention among students. There are positive and negative impacts that come from independent learning.
Conclusions and Implications: Revealing EFL higher students’ perspectives can be ended up by conclusion that there are some students’ socio background that can affect their perspectives. These findings implicate postgraduate students, lecturers, and future researchers to fill the blank information from the lecturers’ perspectives, different gender perspectives, or add more statistical data to support the newest research about independent learning in higher education level.
References
[1] D. Agustina and D. A. Fajar, “The Importance and the Meanings of Independent Learning: University Students’ Perceptions,” Vidya Karya, vol. 33, no. 2, p. 104, Jan. 2019, doi: https://doi.org/10.20527/jvk.v33i2.5502
[2] İ. P. EGEL, “Learner Autonomy in the Language Classroom: From Teacher Dependency to Learner Independency,” Procedia - Social and Behavioral Sciences, vol. 1, no. 1, pp. 2023–2026, 2009, doi: https://doi.org/10.1016/j.sbspro.2009.01.355
[3] F. Khaidir, F. W. Tersta, and R. Afria, “Students’ Perception of Autonomous Learning Activities,” J-SHMIC : Journal of English for Academic, vol. 7, no. 1, pp. 66–76, Feb. 2020, doi: https://doi.org/10.25299/jshmic.2020.vol7(1).4599
[4] A. Dahal and N. Bhat, “Self-Directed Learning, Its Implementation, and Challenges: A Review,” Nepal Journal of Health Sciences, vol. 3, no. 1, pp. 102–115, Dec. 2023. https://doi.org/10.3126/njhs.v3i1.63277
[5] A. Setyaningsih, Nur Kholik, Achmad Abdul Azis, Tri Yusnanto, and Abdurrahman Sadikin, “The Effect of Learning Environment and Students Independent Learning on Students Learning Outcomes,” Mudir : Jurnal Manajemen Pendidikan, vol. 5, no. 1, pp. 142–147, 2023.
[6] S. M. M. Hidayatulloh and S. Sugirin, “Indonesian EFL Teachers Teaching Reading to English Young Learners in Indonesia and Thailand,” LLT Journal: A Journal on Language and Language Teaching, vol. 25, no. 2, pp. 395–409, Sep. 2022, doi: https://doi.org/10.24071/llt.v25i2.4515
[7] P. Anshu, G. Gupta, and T. Singh, “The Concept of Self-Directed Learning: Implications for Practice in the Undergraduate Curriculum,” Indian Pediatrics, vol. 59, no. 4, pp. 331–338, Apr. 2022, doi: https://doi.org/10.1007/s13312-022-2501-x
[8] S. Purnama and C. Sriliasta, “Independent Learning and Blended Learning Information System Student,” International Transactions on Education Technology, vol. 1, no. 2, pp. 144–150, May 2023, doi: https://doi.org/10.34306/itee.v1i2.327
[9] U. Daflizar, S. Sulistiyo, and D. Kamil, “Language Learning Strategies and Learner Autonomy: The Case of Indonesian Tertiary EFL Students.,” LEARN Journal: Language Education and Acquisition Research Network, vol. 15, no. 1, pp. 257–281, 2022, Accessed: Jun. 1, 2025. [Online]. Available: https://eric.ed.gov/?id=EJ1336149
[10] A. D. Ghimby, “The Effect of Self-Regulated Learning on Critical Thinking Skills and Learning Outcomes,” SOLIDARITY Journal of Social Studies, vol. 3, no. 1, pp. 18–32, Jul. 2023, doi: https://doi.org/10.35719/solidarity.v3i1.82
[11] E. Panadero, “A Review of Self-regulated Learning: Six Models and Four Directions for Research,” Frontiers in Psychology, vol. 8, no. 422, pp. 1–28, 2017, doi: https://doi.org/10.3389/fpsyg.2017.00422
[12] M. B. Turan and K. Koç, “The Impact of Self-Directed Learning Readiness on Critical Thinking and Self-Efficacy among the Students of the School of Physical Education and Sports,” International Journal of Higher Education, vol. 7, no. 6, p. 98, Dec. 2018, doi: https://doi.org/10.5430/ijhe.v7n6p98
[13] X. Wang and W. Zhang, “Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode,” SAGE Open, vol. 12, no. 1, p. 215824402110711, Jan. 2022, doi: https://doi.org/10.1177/21582440211071108
[14] D. C. D. van Alten, C. Phielix, J. Janssen, and L. Kester, “Effects of Self-regulated Learning Prompts in A Flipped History Classroom,” Computers in Human Behavior, vol. 108, p. 106318, Jul. 2020, doi: https://doi.org/10.1016/j.chb.2020.106318
[15] S. Siswanto, “The Effect of Self-directed Learning (SDL) in Higher Education: Increasing Student Independence and Achievement,” Jurnal Inovasi Teknologi Pendidikan, vol. 11, no. 1, pp. 35–43, 2024.
[16] S. Odanga, “Strategies for Increasing Students’ Self-motivation,” Asian Research Journal of Arts & Social Sciences, vol. 6, no. 4, pp. 1–16, Jul. 2018, doi: https://doi.org/10.9734/ARJASS/2018/41354
[17] C. A. Wolters, “Understanding Procrastination from A Self-regulated Learning Perspective.,” Journal of Educational Psychology, vol. 95, no. 1, pp. 179–187, Mar. 2003, doi: https://doi.org/10.1037/0022-0663.95.1.179
[18] R. Hiemstra and R. G. Brockett, “Reframing the Meaning of Self-Directed Learning: An Updated Modeltt,” New Prairie Press, 2020. https://newprairiepress.org/aerc/2012/papers/22 (accessed Jun. 1, 2025).
[19] S. Izadpanah, “The Impact of Flipped Teaching on EFL Students’ Academic Resilience, Self-directed Learning, and Learners’ Autonomy,” Frontiers in Psychology, vol. 13, Dec. 2022, doi: https://doi.org/10.3389/fpsyg.2022.981844
[20] R. Kafipour and A. Khoshnood, “Effect of Feedback Through Dynamic Assessment on EFL Field-dependent and Field-independent Learners’ Speaking Skill Development,” Frontiers in Education, vol. 8, Feb. 2023, doi: https://doi.org/10.3389/feduc.2023.1049680
[21] S. R. Mas and Z. Zulystiawati, “Learning Leadership in the Implementation of Independent Learning in Effective Schools,” Jurnal Pedagogi dan Pembelajaran, vol. 5, no. 3, pp. 384–393, Nov. 2022, doi: https://doi.org/10.23887/jp2.v5i3.43390
[22] S. J. Wilbraham et al., “Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education,” Education Sciences, vol. 14, no. 3, pp. 285–285, Mar. 2024, doi: https://doi.org/10.3390/educsci14030285
[23] C. Z. Zhao, J. Li, and S.-Y. Kim, “The Structural Relationships among Academic Pressure, Independent Learning Ability, and Academic Self-Efficacy,” Iranian journal of public health, May 2023, doi: https://doi.org/10.18502/ijph.v52i5.12719
[24] M. Melvina, N. S. Lengkanawati, and Y. Wirza, “Autonomous Learning: Indonesian University Learners’ Perception,” Journal of Hunan University Natural Sciences, vol. 48, no. 11, 2021, Accessed: Jun. 1, 2025. [Online]. Available: https://www.jonuns.com/index.php/journal/article/view/833
[25] S. Sugiyono, “Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D,” scholar.google.com.
[26] E. L. Deci and R. M. Ryan, “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-determination of Behavior,” Psychological Inquiry, vol. 11, no. 4, pp. 227–268, Nov. 2000, doi: https://doi.org/10.1207/S15327965PLI1104_01
[27] N. A. Taseer, S. A. Khan, W. Yasir, R. Kishwer, and K. Iqbal, “Impact of Family Involvement on Academic Achievement at Higher Secondary Level,” Journal of Social Sciences Review, vol. 3, no. 2, pp. 1–10, Apr. 2023, doi: https://doi.org/10.54183/jssr.v3i2.231
[28] N. Khattab, M. Madeeha, T. Modood, M. Samara, and A. Barham, “Fragmented Career Orientation: The Formation of Career Importance, Decidedness and Aspirations Among Students,” International Journal of Adolescence and Youth, vol. 27, no. 1, pp. 45–59, Jan. 2022, doi: https://doi.org/10.1080/02673843.2021.2025114
[29] B. J. C. Claessens, W. van Eerde, C. G. Rutte, and R. A. Roe, “A Review of the Time Management Literature,” Personnel Review, vol. 36, no. 2, pp. 255–276, Feb. 2007, doi: https://doi.org/10.1108/00483480710726136
[30] T. Ley, B. Kump, and C. Gerdenitsch, “Scaffolding Self-directed Learning with Personalized Learning Goal Recommendations,” User Modeling, Adaptation, and Personalization, pp. 75–86, 2010, doi: https://doi.org/10.1007/978-3-642-13470-8_9
[31] J. D. Robinson and A. M. Persky, “Developing Self-directed Learners,” American Journal of Pharmaceutical Education, vol. 84, no. 3, p. 847512, Mar. 2020, doi: https://doi.org/10.5688/ajpe847512
[32] P. A. Kirschner and P. De Bruyckere, “The myths of the digital native and the multitasker,” Teaching and Teacher Education, vol. 67, no. 67, pp. 135–142, Oct. 2017, doi: https://doi.org/10.1016/j.tate.2017.06.001
[33] A. Saleem, H. Kausar, and F. Deeba, “Social Constructivism: A New Paradigm in Teaching and Learning Environment,” Perennial Journal of History, vol. 2, no. 2, pp. 403–421, Dec. 2021, doi: https://doi.org/10.52700/pjh.v2i2.86
[34] B. D. A. Aprilianti and A. Widyantoro, “Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?,” Journal of Languages and Language Teaching, vol. 12, no. 2, p. 629, Apr. 2024, doi: https://doi.org/10.33394/jollt.v12i2.10264
[35] M. Hua, L. Wang, and J. Li, “The Impact of Self-Directed Learning Experience and Course Experience on Learning Satisfaction of University Students in Blended Learning Environments: The Mediating Role of Deep and Surface Learning Approach,” Frontiers in Psychology, vol. 14, Jan. 2024, doi: https://doi.org/10.3389/fpsyg.2023.1278827
[36] J. Filgona, J. Sakiyo, D. M. Gwany, and A. U. Okoronka, “Motivation in Learning,” Asian Journal of Education and Social Studies, vol. 10, no. 4, pp. 16–37, Sep. 2020, doi: https://doi.org/10.9734/ajess/2020/v10i430273
[37] S. Saidah, “The Impact of Students’ Academic Self-Confidence on the English Learning Process in the Post-Pandemic Era,” Journal of Languages and Language Teaching, vol. 12, no. 1, pp. 341–352, Jan. 2024, doi: https://doi.org/10.33394/jollt.v12i1.8979
[38] R. Wilson, K. Joiner, and A. Abbasi, “Improving Students’ Performance with Time Management Skills,” Journal of University Teaching and Learning Practice, vol. 18, no. 4, pp. 230–250, Oct. 2021, doi: https://doi.org/10.53761/1.18.4.16
[39] N. P. Cagatan and E. A. Quirap, “Collaborative Learning and Learners’ Academic Performance,” International journal of multidisciplinary research and analysis, vol. 07, no. 03, Apr. 2024, doi: https://doi.org/10.47191/ijmra/v7-i03-57
[40] M. Mejeh and T. Held, “Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools,” Vocations and Learning, Sep. 2022, doi: https://doi.org/10.1007/s12186-022-09298-4
[41] J. L. Hsu and G. R. Goldsmith, “Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students,” CBE—Life Sciences Education, vol. 20, no. 1, p. es1, 2021, doi: https://doi.org/10.1187/cbe.20-08-0189
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Endah Luthfiyah, Sukarno
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
