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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Jurnal English Education: Jurnal Tadris Bahasa Inggris ETERNAL: English Teaching Journal Indonesian Journal of English Language Studies (IJELS) Script Journal: Journal of Linguistic and English Teaching Tarbawi : Jurnal Ilmu Pendidikan Edu-Ling: Journal of English Education and Linguistics Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Wiralodra English Journal (WEJ) Voices of English Language Education Society Pedagonal : Jurnal Ilmiah Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Pendidikan Edutama Journal of English Education and Teaching (JEET) Jurnal Abdi Insani Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language Teaching and Learning (JETLE) ENGLISH FRANCA : Academic Journal of English Language and Education Nusantara: Jurnal Pendidikan Indonesia EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran English Language Education Reviews Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) EDULIA: English Education, Linguistic and Art Journal Jurnal Inovasi Pengabdian Masyarakat Pendidikan JEELS (Journal of English Education and Linguistics Studies) International Journal of Innovation and Education Research Jurnal Bilingual Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan ETERNAL: English Teaching Journal English Education: English Journal for Teaching and Learning
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Journal : Voices of English Language Education Society

Scrutinizing Non-English Major Students’ Perceptions of Informal Digital Learning of English Sujarwati, Iis; Aydawati, Emilia Ninik
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.25902

Abstract

The educational landscape has undergone a profound transformation with the rise of Informal Digital Learning of English (IDLE), reshaping language acquisition beyond traditional classroom settings. Although many studies have explored IDLE, research has primarily focused on English majors or highly motivated language learners, leaving a gap in understanding how non-English major students, who have varying levels of motivation and language exposure, engage with IDLE. This study investigates the perspectives of non-English major students on IDLE and its perceived effectiveness in their language learning journey. A total of 169 students from the nursing and accounting disciplines at the University of Bengkulu enrolled in a general English course and participated in the study. Data were collected through structured surveys and semi-structured interviews, with analysis conducted using both statistical and thematic approaches. The findings reveal that participants strongly agree that IDLE provides language support (M = 4.55), flexibility in use (M = 4.25), and contributes to increasing their language proficiency (M = 4.58). However, challenges such as the lack of structured feedback and inconsistent learning patterns were also noted. These insights underscore the potential of IDLE as a valuable supplement to formal instruction. Educators are encouraged to integrate IDLE into curricula through engaging, personalized digital learning strategies catering to non-English major students' distinct needs. Future research should explore the long-term impact of IDLE on language proficiency and best practices for its implementation.