Promoting Learner Autonomy through University E-Learning Platforms in an English for Specific Purposes (ESP) Course
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Nov 28, 2025
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Abstract
This study evaluates how a university online learning platform supports learner autonomy among first-year English Department students at Sultan Ageng Tirtayasa University taking an English for Specific Purposes course. Using a mixed-method design, the study combines pre-test and post-test data with students’ reflections and questionnaire results. A total of 75 students (40 from Class C and 35 from Class D) participated in a 16-week online program that focused on vocabulary, reading comprehension, and scientific writing. The results show clear improvement in students’ English abilities, supported by higher post-test scores. Qualitative data also show that students became more independent, especially in planning, goal setting, and managing their study time. Overall, the results suggest that a well-designed online platform can effectively support both language learning and learner autonomy for English majors in specific fields.
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Lely, L., & Hamer, W. (2025). Promoting Learner Autonomy through University E-Learning Platforms in an English for Specific Purposes (ESP) Course. Journal of English Education Studies, 8(2), 16-23. https://doi.org/10.30653/005.202582.165
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References
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Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), 533-542. doi: 10.1093/elt/ccs050
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Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge University Press.
Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2), 189–212. https://doi.org/10.19173/irrodl.v15i2.1778
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Arno-Macia, E. (2012). The role of technology in teaching languages for specific purposes courses. The Modern Language Journal, 96(S1), 89–104. https://doi.org/10.1111/j.1540-4781.2012.01299.x
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford University Press.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self‐regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005
Basturkmen, H. (2018). Developments in English for Specific Purposes: A multi-disciplinary approach. Palgrave Macmillan.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
Chen, X., & Kessler, G. (2020). Action research approaches to MALL. Language Learning & Technology, 24(2), 1–17.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), 533-542. doi: 10.1093/elt/ccs050
Faridi, A., Saleh, M., & Fitriati, S. W. (2021). Online task-based language teaching using Google classroom in writing class: how does it affect EFL learners’ writing performance and attitude?. Journal of Asia TEFL, 18(1), 262-270.
Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). Sage.
Flowerdew, J., & Wang, S. H. (2017). Identity in English for Academic Purposes: Implications for ESP teachers. English for Specific Purposes, 46, 41–53. https://doi.org/10.1016/j.esp.2016.11.002
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5): 564-569. https://doi.org/10.1007/s11528-019-00375-5
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.
Hyland, K. (2022). Second Language Writing (3rd ed.). Cambridge University Press.
Johnson, B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). Sage.
Jusoff, K., & Khodabandelou, R. (2009). Preliminary study on the role of social presence in blended learning environment in higher education. International Education Studies, 2(4), 79–83. https://doi.org/https://eric.ed.gov/?id=EJ1065767
Kukulska-Hulme, A. (2021). Mobile-assisted language learning and the development of learner autonomy. ReCALL, 33(3), 278–296. https://doi.org/10.1017/S0958344021000019
Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. ELT Journal, 71(1), 84–86. https://doi.org/10.1093/elt/ccw072
Little, D. (2012). Learner Autonomy: A guide to developing learner responsibility. Cambridge University Press.
Martin, F., Sun, T., & Westine, C. (2020). A systematic review of research on online teaching and learning (2010–2018). Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. U.S. Department of Education.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Moorhouse, B. L., & Kohnke, L. (2023). A systematic review of online ESL/EFL teaching during the COVID-19 pandemic. System, 113, 102992. https://doi.org/10.1016/j.system.2023.102992
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge University Press.
Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2), 189–212. https://doi.org/10.19173/irrodl.v15i2.1778
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2