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All Journal Journal of Computer Science Advancements Journal of Noesantara Islamic Studies Journal of Selvicoltura Asean Journal of Tecnologia Quantica Research of Scientia Naturalis Journal of Biomedical and Techno Nanomaterials Journal of Social Entrepreneurship and Creative Technology Lingeduca: Journal of Language and Education Studies Journal Markcount Finance Journal Neosantara Hybrid Learning Journal of World Future Medicine, Health and Nursing Rechtsnormen: Journal of Law
Daiki Nishida
Chuo University
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Physics Other

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EXPLORING AUTONOMOUS LANGUAGE LEARNING STRATEGIES AMONG EFL UNIVERSITY STUDENTS IN DIGITAL ERA Andreas Aris Eko Mulyono; Miku Fujita; Daiki Nishida
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i3.4252

Abstract

Digital technologies have reshaped language learning by providing EFL university students with access to online resources, mobile applications, artificial intelligence tools, and interactive platforms. This study aimed to identify the autonomous language learning strategies employed by EFL university students in the digital era and examine the factors associated with their use. A quantitative cross-sectional survey was conducted with 250 undergraduate students selected through proportionate stratified random sampling. Data were collected using a validated questionnaire covering cognitive, metacognitive, memory, compensation, affective, social, and digital-resource management strategies, then analyzed through descriptive statistics, correlation, t-tests, analysis of variance, and multiple regression. The findings showed that students used autonomous learning strategies at a high level, with metacognitive strategies receiving the highest mean score, followed by digital-resource management and cognitive strategies. Affective strategies were the least frequently employed. Digital literacy, motivation, and daily digital-learning duration were significantly related to strategy use, while digital literacy emerged as the strongest predictor. The study concludes that learner autonomy in digital contexts depends not only on technological access but also on students’ capacity to plan, evaluate, regulate, and ethically integrate digital resources. Universities should therefore provide explicit instruction in strategic learning, critical digital literacy, and responsible artificial intelligence use.
Co-Authors Agus Zainul Arifin Ali Khan Andreas Aris Eko Mulyono Chai Pao Emelia Nurwati R Ethan Tan Giovanni Rossi Hamid Wijaya Haruka Sato Haruto Takahashi I Nengah Artawan Joni Wilson Sitopu Kaito Tanaka Khairiyah Khairiyah Khamam Khosiin Khoironi Fanana Akbar Lim Haeun Miku Fujita Misroh Mulianingsih Nila Trisna Yulianti Nofirman, Nofirman Pipit Sundari Rachel Chan Ren Suzuki Rit Som Sara Cont Saripuddin M Setiawan Setiawan Silva Fitri Wijaya Wijaya Zulkahfi Zulkahfi