Students’ Self-Directed English Learning Strategies and Challenges at Non-English Department (NED): Narrative Inquiry

Abstract

The purpose of this study was to analyze students’ self-directed English learning strategies and challenges that were raised during the self-directed learning process among the non-English department (NED). This study involved three participants from a non-English department in Central Java, Indonesia, who implemented self-directed learning in learning English with some criteria such as being active and engaged in international seminars and workshops, winning multiple English competitions, and having a high level of English proficiency. The research design of this study was a narrative inquiry with a qualitative approach. To collect the data, the researchers conducted semi-structured interviews and continued with narrative analysis to analyze the data. The result of this study indicated that some strategies were found during the participants' implementation of self-directed English learning, such as involving technology, taking notes, and utilizing social media. Several challenges have also been faced during self-directed learning implementation, including finding the right materials, grammar, and motivation. This study contributed to providing a deep understanding of the strategies that the students used during self-directed English learning, along with the challenges. Besides, this study offered practical implications for educators and policymakers in designing effective and innovative learning based on the students’ needs in non-English departments. Additionally, the result of this study enriched the literature about self-directed language learning, especially for students in non-English departments.