Self-Directed Use of Technology for Language Learning of English and Non-English Major Students in Indonesia

Abstract

This research compares how students majoring in English and those majoring in non-English perceive their autonomous use of technology for learning English. It also examines whether there is a significant difference in their use of technology. A total of 90 students were randomly selected from a vocational school and an academy in West Kalimantan Province, Indonesia, comprising 45 students from the English study program and 45 from the non-English study program. Data were collected using a questionnaire on self-directed technology use for language learning, which encompasses six subscales: goal commitment, resource regulation, affect regulation, culture-learning regulation, metacognition, and social connection regulation. Both descriptive and inferential statistical methods were employed for data analysis. The significance level was set at 0.05 to evaluate differences between the two groups regarding their autonomous use of technology. The findings revealed that, despite variations in the quantity and frequency of technology use, both student groups reported positive benefits from their self-directed use of technology for language acquisition. The study further observed that there were generally no significant differences between the groups in their use of technology for learning English. To improve English proficiency, particularly among non-English majors, it is recommended to increase the amount and frequency of technology use in their self-directed English language learning.