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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan Voices of English Language Education Society EDUKATIF : JURNAL ILMU PENDIDIKAN SABBHATA YATRA : Jurnal Pariwisata dan Budaya Jurnal Pengabdian Sains dan Humaniora Jurnal Pengabdian Masyarakat Bangsa Journal of Language Education, Literature, and Culture
Snae, Alfred
Universitas Kristen Artha Wacana, Indonesia
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Learning Preferences and Self-Directed Practices among Female EFL Learners in an Indonesian Residential School Eltina Agustina Maromon; Jofret Umbu Soru Peku Djawang; Yakob Metboki; Alfred Snae
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.35604

Abstract

The learning preferences of female English as a foreign language (EFL) learners in economically disadvantaged and culturally diverse secondary-school settings remain underexamined, particularly in relation to self-directed learning. This study investigated the predominant learning-style modality among female students and examined how their preferred learning activities supported self-directed learning. Employing a quantitative descriptive design, the study involved 30 female students purposively selected from a Christian residential secondary school in East Nusa Tenggara, Indonesia. Data were collected using a 23-item questionnaire covering visual, auditory, and kinesthetic learning activities alongside self-directed practices and rated on a five-point frequency scale. Descriptive percentage analysis showed that kinesthetic activities received the highest combined proportion of “always” and “often” responses (53%), followed by visual (48%) and auditory activities (47%). Particularly strong endorsement was recorded for preparing drafts before completing tasks (83.3% always/often), learning through experimentation and using task examples (70.0% each), revising and evaluating completed work (66.7%), elaborating learning materials at home (66.7%), and maintaining a home-study schedule (63.3%). These practices indicate that active engagement was intertwined with planning, task execution, monitoring, and evaluation—core processes of self-directed learning. Nevertheless, the distributions across all three modalities reveal a multimodal rather than exclusively kinesthetic profile. The findings therefore support instructional designs that combine visual resources and oral explanation with substantial opportunities for practice, experimentation, planning, and reflection.
Co-Authors Agus Maramba Meha Angelika, Febiola Beeh, Norci Daniel F. Kamengko Djawang, Jofret Umbu Soru Peku Eltina Agustina Maromon Erny Selfina Nggala Hambandima Hetharia, Gabriela Elysia Nadya Foenale Naniana N. Benu Nenotek, Seprianus A Nenotek, Seprianus A. Norci, Beeh Polin, Filmon Mikson Sanam, Asrit Elusry Sine, Jec Krist Tiarma Marpaung Yakob Metboki Yowa, Mersiana Tanggu