EFL Students' Experiences of Using Youtube to Support Autonomous English Learning

Desi Febrianti, Siti Hartati, Kalsum Kalsum

Abstract


This study aimed to explore EFL students’ experiences of using YouTube to support autonomous English learning. The study employed a qualitative approach with a descriptive qualitative design. Data were collected through semi-structured interviews with six students from the English Education Department who actively used YouTube for independent English learning. The data were analyzed using thematic analysis to identify themes emerging from the participants’ experiences. The findings revealed that YouTube was perceived as an engaging, flexible, and accessible learning environment. Students applied various self-directed learning strategies, including the use of subtitles, video replay, vocabulary note-taking, and searching for additional information to overcome learning difficulties. The use of YouTube also contributed to the development of English language skills, particularly vocabulary acquisition, listening comprehension, pronunciation, and speaking confidence. However, students encountered several challenges, including fast speech, unfamiliar accents, limited vocabulary knowledge, learning distractions, and internet connectivity issues. The study concludes that YouTube functions not only as a digital learning resource but also as a platform that supports the development of learner autonomy through self-directed learning strategies and independent learning management. The findings imply that lecturers should encourage the development of self-regulation skills to maximize the educational benefits of digital media in English language learning.

Keywords


Learner Autonomy; Autonomous English Learning; EFL Students; Self-Directed Learning; Strategies; Digital Learning Resources

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References


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DOI: https://doi.org/10.20527/j-instech.v7i2.19103

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