Investigating Students’ Levels and Challenges in Promoting Autonomous Learning:
A University EFL Context in Indonesia
DOI:
https://doi.org/10.22437/ijolte.v10i1.56918Keywords:
Autonomous learning challenges, EFL learners, Learner autonomy, Language learningAbstract
Over the past three decades, autonomous learning has emerged as a hot topic in language learning. This study investigates the learner autonomy levels and the challenges faced by English as a Foreign Language (EFL) learners in an Indonesian university context. Using a qualitative method, data were collected through a structured survey with 30 participants and follow-up interviews with four graduate students. The survey is based on Bandaranaike & Willison’s framework. The results were analyzed using thematic analysis by Braun & Clarke (2006). Results revealed that learners showed moderate autonomy, confidence in guided tasks, critical thinking, but faced challenges in initiating independent tasks, managing time, planning objectives, managing communication, and relying on teacher guidance. Future research could investigate more on the ICT application in enhancing students’ autonomous learning.
Downloads
References
Benson, P. (2008). Teachers’ and learners’ perspectives on autonomy. John Benjamins. https://doi.org/10.1075/aals.1.05ben
Benson, P. & Huang, J. (2008). Autonomy in the transition from foreign language learning to foreign language teaching. D.E.L.T.A., 24(1), 421-439. doi: 10.1590/S0102-44502008000300003
Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.
Borg, S., & Al-Busaidi, S. (2012). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292. https://doi.org/10.1093/elt/ccr065
Breen, M. P. (1983). How would we recognize a communicative language classroom? In B. Coffey (Ed.), Teacher Training and the Curriculum: The Dunford House Seminar 1982 (pp. 133–154). London: British Council.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chan, V. (2000). Autonomous language learning: The teachers' perspectives. Teaching in Higher Education, 6(1), 85–93. https://doi.org/10.1080/13562510020029647
Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education, 16(1), 1-18. https://doi.org/10.1080/09500790208667003
Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 219-227. https://doi.org/10.1093/elt/49.3.219
Creswell, J.W. and Poth, C.N. (2018) Qualitative Inquiry and Research Design Choosing among Five Approaches. 4th Edition, SAGE Publications, Inc., Thousand Oaks.
Damayanti, I. L. (2017). Promoting learner autonomy in Indonesian EFL classrooms: Challenges and opportunities. Indonesian Journal of Applied Linguistics, 7(1), 106-114. https://doi.org/10.17509/ijal.v7i1.6865
Dang, T. T. (2012). Learner autonomy perception and performance: A study on Vietnamese students in online and offline learning environments. Asian Journal of Educational Research, 2(4), 1–14.
Fazey, D., & Fazey, J. (2001). The potential for autonomy in learning: Perceptions of competence, motivation, and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361. https://doi.org/10.1080/03075070120076309
Firman, H., Rahman, A., & Fitria, T. (2020). Technology-enhanced language learning: Strategies to foster EFL learner autonomy. Asian EFL Journal, 25(3), 100–119.
Furaidah, F. & Ruslan, S. (2008). Patterns of SAC utilization and the sine qua non of the self- propelled development of students English proficiency. TEFLIN Journal, 19(1), 27-41. doi: 10.15639/teflinjournal.v19i1/27-41
Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86.
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.
Hidayat, M. A., & Rokhani, R. (2020). Exploring learner autonomy in tertiary level: An Indonesian perspective. Journal of Language and Education, 6(4), 78–89.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)
Indah, E. F., Rachmawati, D., & Evenddy, S. S. (2021). An analysis of EFL autonomous learners in learning English. Linguistica, 10(4), 607–618.
Jacobs, G. M., & Shan, T. H. (2015). Learning cooperative learning via cooperative learning: A sourcebook of lesson plans for teacher education on cooperative learning. Journal of Asian Education, 12(3), 20–32.
Jafari, K., & Akbarzadeh, R. (2017). Teachers’ and students’ perceptions of autonomy in learning English as a foreign language. English Language Teaching, 10(11), 95–101. https://doi.org/10.5539/elt.v10n11p95
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396–403.
Khotimah, K., Widiati, U., Mustofa, M., & Ubaidillah, M. F. (2019). Autonomous English learning: Teachers’ and students’ perceptions. Indonesian Journal of Applied Linguistics, 9(2), 199–210. https://doi.org/10.17509/ijal.v9i2.20234
Khulaifiyah, W., Widiati, U., Anugerahwati, M., & Suryati, N. (2021). Autonomous learning activities: The perceptions of English language students in Indonesia. Pegem Journal of Education and Instruction, 11(1), 34–49. https://doi.org/10.14527/pegegog.2021.00
Khulaifiyah, K., Anugerahwati, M., & Widiati, U. (2022). Autonomous learning among EFL undergraduate students in selected private Indonesian Islamic universities: Voices and activities. REiLA Journal of Research and Innovation in Language, 4(2), 232–242. https://doi.org/10.31849/reila.v4i2.9306
Lamb, T. (2008). Learner autonomy and teacher autonomy: Synthesising an agenda. AILA Applied Linguistics Series . pp. 269–284. https://doi.org/10.1075/aals.1.21lam
Lau, K. (2017). ‘The most important thing is to learn the way to learn’: evaluating the effectiveness of independent learning by perceptual changes. Assessment & Evaluation in Higher Education, 42(3), 415-430.
Lee, C., Yeung, A. S., & Tiffany, I. (2017). University English language learners' readiness to use computer technology for self-directed learning. System, 67, 99-110.
Lengkanawati, N. S. (2017). Learner autonomy in the Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222–231. https://doi.org/10.17509/ijal.v6i2.4847
Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice, and research. Multilingual Matters.
Mehdiyev, M. (2020). The impact of technology on foreign language learner autonomy: A study in Azerbaijan. European Journal of Educational Research, 9(4), 1603–1612.
Melviana, N. F., Permatasari, D., & Rachman, D. (2021). Autonomous learning: Indonesian university learners’ perception. Journal of Hunan University, 48(11), 104–110.
MoEC (2011). Panduan pelaksanaan pendidikan karakter [Guideline on the Implementation of Character Education]. In Guideline (p. 7).
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633-653.
Murphy, L. (2007). Supporting learner autonomy: theory and practice in a distance learning context. Learner Autonomy 10: Integration and Support., 72–92. http://oro.open.ac.uk/7619/
Murphey, T., & Jacobs, G. M. (2000). Encouraging critical collaborative autonomy. JALT Journal, 22(1), 2–12.
Myartawan, I. P. (2012). The relationship between learner autonomy and English proficiency (Unpublished master’s thesis). State University of Malang.
Nguyen, T. T. T., & Gu, Y. (2013). Strategy-based instruction and learner autonomy in EFL classrooms in Vietnam. Language Teaching Research, 17(1), 116-135. https://doi.org/10.1177/1362168812455580
Rattray, J. (2013). Student autonomy: A perspective from Indonesian higher education. International Journal of Educational Development, 33(2), 93–101. https://doi.org/10.1016/j.ijedudev.2012.03.002
Reinders, H., & Balcikanli, C. (2011). Learning to foster autonomy: The role of teacher education materials. Studies in Self-Access Learning Journal, 2(1), 15-25. https://doi.org/10.37237/020103
Robson, C. (1993). Real world research: a resource for social scientist and practitioners-researchers. Oxford: Blackwell.
Setyaningrum, H. P., & Rukmini, D. (2020). Collaborative learning to promote learner autonomy in Indonesian EFL learners. Journal of English Education and Teaching, 4(2), 157-167. https://doi.org/10.33369/jeet.4.2.157-167
Sinclair, B. (2000). Learner autonomy: The next phase? TESOL Quarterly, 34(1), 35–42.
Smith, R. (2008). Learner autonomy. ELT Journal, 62(4), 395–397. https://doi.org/10.1093/elt/ccn038
Thi, P. T., & Phan, T. T. N. (2012). Cultural aspects in promoting learner autonomy in language classrooms. International Journal of Applied Linguistics, 23(1), 34–45.
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Volume 1, Problems of general psychology, including the volume thinking and speech. New York: Plenum Press.
Zhou, N., & Wang, T. (2012). Learner autonomy and educational reform in China. English Language Teaching, 5(4), 4-10. https://doi.org/10.5539/elt.v5n4p4
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Language Teaching and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations.
IJoLTe keep the rights to articles that have been published. And, the authors are permitted to disseminate published article by sharing the link of IJoLTe' website. Authors are allowed to use their works for any purposes deemed necessary without written permission from IJoLTe with an acknowledgement of initial publication in this journal.
IJoLTe and Magister Program of English Education Department, Universitas Jambi, and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in IJoLTe are the sole and responsibility of their respective authors and advertisers.
If the article was jointly prepared by more than one author, any authors who submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IJoLTe will not be held liable for anything that may arise due to the author(s) internal dispute. IJoLTe will only communicate with the corresponding author.
By submitting the article/manuscript to this journal, the authors agree with this policy and consciously agree that IJoLTe does not provide royalties or other fees to the authors for their published articles. By agreeing this policy, IJoLTe ensures that published articles are publicly accessible and will be free of charge for the readers. No specific document sign-off is required.
Users of this website will be licensed to use materials from this website following the Creative Commons Attribution 4.0 International License. Please use the materials accordingly
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
