Empowering autonomous english learning through digital platforms among EFL students

Duti Volya

doi:10.22437/proca.v1i3.50618

Authors

Duti Volya Universitas Jambi, Jambi, Indonesia

DOI:

https://doi.org/10.22437/proca.v1i3.50618

Keywords:

Digital Platforms, EFL Students, English Language Learning, Learner Autonomy

Abstract

In the digital era, learner autonomy has emerged as a crucial component of effective English language acquisition, particularly for English as a Foreign Language (EFL) students. This study investigates how digital platforms empower autonomous English learning by facilitating self-directed, flexible, and personalized educational experiences. Using a mixed-method approach, data were collected through surveys and interviews involving 120 EFL students from three Indonesian universities. The research explores the extent to which students use online tools such as language learning apps, learning management systems (LMS), and social media to take control of their learning processes, set goals, access resources, and monitor progress. Findings reveal that digital platforms significantly contribute to fostering autonomy by increasing learner engagement, motivation, and access to authentic English input. However, the study also highlights challenges such as digital distractions, lack of guidance, and varying levels of digital literacy. Based on the results, the paper offers practical recommendations for integrating autonomy-supportive digital tools into EFL curricula and suggests future directions for research on sustainable digital learning habits.

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