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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) Journal of English Teaching and Applied Linguistics (JETAL) Language and Education Journal Jadila: Journal of Development and Innovation in Language and Literature Education Gunung Djati Conference Series JELT (Jambi-English Language Teaching)
Rizqy Dwi Amrina
English Education Study Program, Faculty Of Tarbiyah And Teaching Sciences, State Islamic University Of Raden Fatah
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Challenges to Learner Autonomy in Online Speaking Classes: Insights from University Students in Indonesia Dewi Warna; Rizqy Dwi Amrina; Ai Yeni Yulianti; Abdurrahmansyah Abdurrahmansyah; Muhamad Uyun
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6318

Abstract

Although online English language learning has been widely praised for its flexibility and accessibility, its effectiveness in developing speaking skills—where learner autonomy is essential—remains underexplored. The COVID-19 pandemic necessitated a sudden shift to online formats, exposing significant challenges in how learners independently manage speaking practice. This qualitative study investigated the impact of online learning environments on learner autonomy in speaking classes. Data were collected through purposive sampling from two lecturers and twelve students at two state universities in Palembang, Indonesia. Semi-structured interviews were conducted and analyzed using thematic analysis to identify patterns in self-directed learning behavior. Analysis revealed five key barriers to learner autonomy in online speaking courses: (1) lack of goal-setting, (2) poor time management, (3) absence of structured study plans, (4) limited application of communication strategies during speaking tasks, and (5) minimal use of available learning resources. These interconnected issues suggest that current online formats fall short in supporting the autonomous development of speaking skills. The findings underscore the limitations of fully online learning in fostering autonomous language development, particularly in speaking. Learners often struggle without structured support and direct interaction. To enhance learner autonomy in speaking classes, a blended learning model is recommended. By integrating the flexibility of online tools with the engagement of face-to-face instruction, this approach provides a more supportive and balanced environment for autonomous learning.
Co-Authors Abdurrahmansyah Abdurrahmansyah Ai Yeni Yulianti AISYAH SHAHAB Alisa Ratna Ningsih Anggi Try Oktaviana ANISSA ASTRID Annisa Astrid Deta Desvitasari Dewi Warna Dian Erlina Hamdan Sugilar HERIZAL HERIZAL Heru Saputra Kasinyo Harto Muhamad Holandiyah Muhamad Uyun Nopalia Nopalia Prabowo Lukito Raudhatul Jannah Roma Nur Asnita Salsa Agustina UCI FITRIANI Widya Karamina Zulfiyani Labib Abdillah