Exploring Self-Directed Informal Digital Learning for English Proficiency
Abstract
The rapid advancement of digital technology has significantly influenced English language learning by providing broad access to learning resources beyond the classroom. However, despite high exposure to English through digital media, many learners fail to engage actively, resulting in a gap between technology availability and learning outcomes. This study aims to explore the nature and activities of self-directed informal digital learning of English (IDLE) and its contribution to English proficiency. A qualitative descriptive method was employed, involving ten university students selected through purposive sampling. Data were collected through interviews, observations, and documentation, and analyzed using an interactive model. The findings reveal that IDLE is flexible, interest-driven, and varies from spontaneous to planned learning. Students engage in diverse activities, though they tend to focus more on receptive skills. IDLE contributes positively to vocabulary, comprehension, and speaking confidence. It is concluded that IDLE is effective when supported by motivation, consistency, and appropriate learning strategies.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i3.2466
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