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Technology-Based Independent TOEFL Learning Through YouTube Among Non-English Majors

ELT Forum: Journal of English Language Teaching · Vol. 15 No. 2 (2026) · hlm. 1–12

DOI
10.15294/elt.v15i2.57899
ISSN
2721-4532, 2252-6706
Terbit
2026-08-17
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The development of digital technology has transformed English language learning practices, particularly in independent learning environments. One of the most widely used digital platforms is YouTube, which provides flexible and accessible learning resources for English as a Foreign Language (EFL) learners. This study aimed to explore the strategies used by non-English major students in learning TOEFL Listening independently through YouTube and to examine how they manage their learning process through self-regulated learning practices. This research employed a qualitative descriptive exploratory design. The participants were non-English major students at Universitas Negeri Semarang who had experience using YouTube for TOEFL Listening preparation. Data were collected through questionnaires and semi-structured interviews. The collected data were analyzed using thematic analysis to identify patterns of learning strategies and technology-based learning behaviors. The findings revealed three major themes: cognitive strategies in understanding TOEFL Listening, metacognitive strategies in independent learning, and the use of YouTube as a technology-based learning platform. The students actively applied strategies such as focusing on keywords, replaying audio, using subtitles, and adjusting playback speed. The findings also showed that students practiced self-regulated learning through planning, monitoring, and evaluating their learning progress. In addition, YouTube was perceived as a flexible and supportive platform for independent TOEFL learning despite challenges related to native speaker speed, accents, and digital distractions. In conclusion, successful TOEFL Listening learning through YouTube depends not only on technology availability but also on students’ ability to manage their independent learning effectively.

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  • State University of Semarang
  • State University of Makassar
  • Universitas Sumatera Utara
  • University of Malaya
  • Diponegoro University
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Rekan penulisOrganisasiArtikel bersama
Evi WidowatiState University of Semarang6
Anik Setyo WahyuningsihState University of Semarang3
Lutfi MuzaqiState University of Semarang2
Risa Anggita PutriState University of Semarang2
Fitra Aulia RahmaState University of Semarang2
Almira Irwaniyanti UtamiState University of Semarang2
Aditya Rangga Putra CahayaState University of Semarang2
Nira AmaliaState University of Semarang2
Anik Setyo WahyuningsihState University of Semarang1
Fitri IndrawatiState University of Semarang1
Faridanisa Zulfa AmaliaState University of Semarang1
Febryantika KustyandariState University of Semarang1
Hanif Satria FebrianandaState University of Semarang1
Farid Akhbar FardillahState University of Semarang1
Aulia FebriantiState University of Makassar1
Muhammad Fakrul NizamUniversity of Malaya1
Luvi Lia NursucilowatiState University of Semarang1
Muhammad Ditra RizallihadiState University of Semarang1
Elma Nurul AmaliaState University of Semarang1
Ardheta Heru MahartikoState University of Semarang1
Berliana Noor TianisaState University of Semarang1
Firda Aliya SabriyantiUniversitas Sumatera Utara1
Delyanti Pare SandaState University of Makassar1
Cahyo YuwonoAfiliasi tidak diketahui1
Adi SState University of Semarang1
Dicky Budhi SetyawanState University of Semarang1
Erika AfrianaState University of Semarang1
Karina Permata AndhiniState University of Semarang1
Sugianto Parulian SimanjuntakState University of Semarang1
JumantoState University of Semarang1
Ayu Fadilah WahidState University of Semarang1
Aza Putri AnisaState University of Semarang1
Ratna Dewi KusumaningtyasState University of Semarang1
Muhammad KurniawanState University of Semarang1
Cahyo SeftyonoDiponegoro University1
Srinata DwijaningtyasState University of Semarang1
Roro Retno Sri HapsariState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Technology-Based Independent TOEFL Learning Through YouTube Among Non-English Majors</dc:title>
	<dc:creator xml:lang="en">Zuhriatul Aini</dc:creator>
	<dc:creator xml:lang="en">Sulistyani, Ummi Nur Laila</dc:creator>
	<dc:creator xml:lang="en">Yuliati, Yuliati</dc:creator>
	<dc:subject xml:lang="en">Technology-Based Learning</dc:subject>
	<dc:subject xml:lang="en">Independent Learning</dc:subject>
	<dc:subject xml:lang="en">TOEFL Learning Strategies</dc:subject>
	<dc:subject xml:lang="en">Self-Regulated learning</dc:subject>
	<dc:subject xml:lang="en">YouTube</dc:subject>
	<dc:subject xml:lang="en">EFL Learners</dc:subject>
	<dc:description xml:lang="en">The development of digital technology has transformed English language learning practices, particularly in independent learning environments. One of the most widely used digital platforms is YouTube, which provides flexible and accessible learning resources for English as a Foreign Language (EFL) learners. This study aimed to explore the strategies used by non-English major students in learning TOEFL Listening independently through YouTube and to examine how they manage their learning process through self-regulated learning practices. This research employed a qualitative descriptive exploratory design. The participants were non-English major students at Universitas Negeri Semarang who had experience using YouTube for TOEFL Listening preparation. Data were collected through questionnaires and semi-structured interviews. The collected data were analyzed using thematic analysis to identify patterns of learning strategies and technology-based learning behaviors. The findings revealed three major themes: cognitive strategies in understanding TOEFL Listening, metacognitive strategies in independent learning, and the use of YouTube as a technology-based learning platform. The students actively applied strategies such as focusing on keywords, replaying audio, using subtitles, and adjusting playback speed. The findings also showed that students practiced self-regulated learning through planning, monitoring, and evaluating their learning progress. In addition, YouTube was perceived as a flexible and supportive platform for independent TOEFL learning despite challenges related to native speaker speed, accents, and digital distractions. In conclusion, successful TOEFL Listening learning through YouTube depends not only on technology availability but also on students’ ability to manage their independent learning effectively.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-08-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/elt/article/view/57899</dc:identifier>
	<dc:identifier>10.15294/elt.v15i2.57899</dc:identifier>
	<dc:source xml:lang="en">ELT Forum: Journal of English Language Teaching; Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August); 1-12</dc:source>
	<dc:source>2721-4532</dc:source>
	<dc:source>2252-6706</dc:source>
	<dc:source>10.15294/elt.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/elt/article/view/57899/11264</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Zuhriatul Aini, Ummi Nur Laila Sulistyani, Yuliati Yuliati (Author)</dc:rights>
</oai_dc:dc>