Disertasi

Self-directed informal digital learning of english and students’ english proficiency at university level / Ninuk Indrayani

Abstrak
Language learning outside the classroom is believed to have significant contribution to second and foreign language acquisition. With the proliferation of ICT for learning students are increasingly exposed to English in informal settings by the use of digital devices. Furthermore the learner rsquo s self-directedness is one of the key successes of the learners out-of-class learning activity since students with lack of agency toward language learning appeared to hinder linguistic benefits. As a form of language learning beyond the classroom Self-Directed Informal Digital Learning of English (SD-IDLE) meets the needs of EFL students to learn English. Considering today rsquo s knowledge-based society learners are obligated to take more responsibility and initiative to arrange their own learning processes which refers to self-direction as lifelong learning. Thus far however it is still inconclusive whether or to what extent the frequency and diversity of SD-IDLE engagements employed by EFL students can contribute to English proficiency. Further research on factors that influence the students rsquo English proficiency when engaging in SD-IDLE activities has yet to be fully clarified by empirical research with L2 learners in EFL contexts. To address these research gaps the present study aims at investigating the correlation between SD-IDLE activities and EFL students rsquo English proficiency with the following research questions (1) to what extent does the nature of SD-IDLE engagements correlate to EFL students rsquo English proficiency (2) how does frequency in SD-IDLE engagements correlate to EFL students rsquo English proficiency and (3) how does diversity in SD-IDLE engagements correlate to EFL students rsquo English proficiency The sequential explanatory mix method is the research design with two quantitative and qualitative serving as approach. With this design this study began focusing on collecting and analyzing the quantitative data through a questionnaire which consists of 20 open-ended question items to gain data of EFL students rsquo SD-IDLE nature and self-mentioned English proficiency in order to provide a comprehensive description of the correlation between SD-IDLE engagements and EFL students rsquo English proficiency. Following the quantitative study the qualitative data collection and analysis through 36 question items of semi-structured interview are sequentially carried out in order to extend and explain how the frequency and diversity of SD-IDLE engagements contribute to English proficiency. Data were collected from 302 Indonesian university students who enrolled in different EFL classes of three universities for survey data and 12 selected EFL students for the in-depth interview. This study found three key results. First the findings showed that the nature of SD-IDLE engagements in general had positive correlation to EFL students rsquo English proficiency with Pearson rsquo s r was .153 and p-value .008. However the results of each component were different. Nature of Self-Management and Monitoring Informal Digital Learning of English engagements showed positive correlation to students rsquo English proficiency with Pearson rsquo s r was .163 with p-value .015 and .140 with p-value .004 but no correlation for Nature of Self-Motivation Informal Digital Learning of English engagements to students rsquo English proficiency with Pearson rsquo s r was 0.083 with p-value .151 which was more than 5% level of significance. It was concluded that the students who agreed to the statements of having engagement with the nature of SD-IDLE engagements in general further in detail of having good goal commitment resource needs metacognition and broad social communication needs had better English proficiency. However students who agreed to the statements of having good motivation did not always result an improvement to their English proficiency which might be because of varied factors like age agency and selection of appropriate applications. Second the results of the study convinced that the frequency of SD-IDLE engagements had positive correlation to English proficiency with Pearson rsquo s r was .196 with p-value lt .001. So it was concluded that students who engage more time in the SD-IDLE engagements made better improvement to English proficiency. Third contrary to earlier findings this study found that the diversity of SD-IDLE engagements was not closely associated with English proficiency with Pearson rsquo s r was .01 and p-value 0.863 which was more than 5% level of significance. It was concluded that diversity of SD-IDLE engagements did not guarantee positive correlation to English proficiency. Similar to the aspect of motivation the negative result of SD-IDLE diversity to English proficiency might be caused by various factors like immature learners with inappropriate selection of digital applications and lack of agency in language learning. The results lead us to the conclusion that SD-IDLE engagements correlate significantly to students rsquo English proficiency. However varied types of SD-IDLE engagements and merely motivation alone may not automatically guarantee successful English proficiency. Rather the frequent engagement with high agency of learning goal commitment is essential for achieving better English proficiency. Additionally further research can gain more in-depth insights into how SD-IDLE high frequency and diversity can make a unique contribution to EFL learners rsquo overall English outcomes and determine how teachers can provide necessary support to acknowledge the emerging progress of technology in education and modify their classroom practice through technology-enhanced language teaching with the intention of encouraging students rsquo autonomous learning with technology into language learning opportunities outside the classroom in order to enrich pedagogical insight of how informal digital learning can complement in-class and out-of-class learning.

Informasi Detail

DDC

Rd 420.76 IND s

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xxi, 160 lembar : ilus. ; 30 cm

Bahasa

Indonesia

No Reg

00100/RD/23

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2023

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - STUDI DAN PENGAJARAN

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.; Prof. Dr. Hj. Nur Mukminatien, M.pd;2. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas