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All Journal JEES: Journal of English Educational Study TELL - US JOURNAL
Berlin, Astri Winandari
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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EMPOWERING EFL LEARNERS: ANALYSIS OF STUDENT’S BOOK FOR LEARNER AUTONOMY IMPLEMENTATION Berlin, Astri Winandari; Wirza, Yanty; Madaresita, Madaresita; Lestari, Ayu; Al-Kahfi, Faksi Rana
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10153

Abstract

Learner autonomy has gained attention in English for Foreign Language (EFL) study context, but research on its promotion through EFL textbooks used in Indonesian Classroom remains limited. This study addresses this gap by evaluating ‘English in Mind’ student’s textbook facilitation of learner autonomy. A qualitative case study was employed, using Levels of Learner Autonomy Implementation Framework to analyze the textbook. The result show that the textbook facilitates learner autonomy to varying degrees, with Awareness level being the most prominent. The facilitation of higher levels of autonomy, namely Involvement, Intervention, Creation, and Transcendence were less frequent. They suggest that while the textbook supports foundational autonomy, there are gaps in promoting higher-level autonomy. This study contributes to educational theory by illustrating how textbooks can support learner autonomy in a context with limited studies. Practically, it offers insights into how textbooks can be used to foster learner autonomy in EFL classrooms. From a policy perspective, while the findings suggest that the textbook lays a foundation for learner autonomy promotion, targeted policy initiatives are needed to systematically integrate higher-level autonomy tasks and support their effective implementation in Indonesian EFL classrooms.
SELF-DIRECTED ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC LITERATURE REVIEW Berlin, Astri Winandari; Wibowo, Enggar Pangesti; Purnawarman, Pupung
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4265

Abstract

This paper presents a systematic literature review of studies on self-directed English learning through social media. Using the Systematic Literature Review method, data were gathered from three prominent journal databases: Scopus, Google Scholar, and Emerald Insight. The search strategy targeted publications from 2020 to June 11, 2024, selecting 32 relevant studies for analysis. The review identifies thirteen social media platforms, with YouTube, Instagram, and WhatsApp emerging as the most widely used. It explores how students engage in various learning activities, including following educational accounts, watching English videos, and participating in discussions. The findings underscore the significant benefits of integrating social media into self-directed English learning, such as improved language skills, enhanced engagement, and flexible learning opportunities. However, the review also highlights challenges such as distractions and privacy concerns, emphasizing the importance of educators and policymakers in developing strategies to address these issues. By promoting digital literacy and providing guidance and support, educators can help students overcome these challenges and optimize their use of social media for effective self-directed English learning.
Co-Authors Al-Kahfi, Faksi Rana AYU LESTARI Madaresita, Madaresita Purnawarman, Pupung Wibowo, Enggar Pangesti Yanty Wirza