<![CDATA[This study addresses a significant gap in understanding how diverse educational backgrounds— specifically pesantren-based and general schools—influence English language learning strategies among Indonesian students pursuing higher education in English Language Education. Using a qualitative multiple case study design, data were collected through semi-structured interviews with two students—one from each educational background—at a university in Malang. The findings revealed distinct differences in language learning strategies and study habits. Both groups employed the six strategies outlined by Oxford (1990), but with unique preferences. General school graduates favored informal strategies, such as social media use, video-based learning, and self-regulation, reflecting a flexible and autonomous learning environment. In contrast, pesantren students relied on structured strategies, including teacher-guided review and memorization, shaped by their religious education. Study habits differed as well, with general school students adopting flexible routines using digital tools and peer collaboration, while pesantren students adhered to disciplined, teacher-supported study habits. These differences impacted language proficiency, classroom participation, and academic performance. General school students demonstrated higher engagement and ambition, while pesantren students showed steady progress and strong foundational skills. The study emphasizes the need for tailored educational approaches that address students' diverse educational backgrounds to foster effective language learning and promote inclusive academic environments.]]>
Copyrights © 2025
