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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) · pp. 1–12

DOI
10.15294/elt.v15i2.57899
ISSN
2721-4532, 2252-6706
Published
2026-08-17
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

31 authors · 60 co-authorship links

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  • University of Malaya
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Evi WidowatiAffiliation unknown2
Anik Setyo WahyuningsihAffiliation unknown2
Muslihul AfifAffiliation unknown2
Fonny Dameaty HutagalungUniversity of Malaya2
Dorce Banne PabungaUniversitas Halu Oleo1
Fitri IndrawatiAffiliation unknown1
Faridanisa Zulfa AmaliaAffiliation unknown1
Waluyo WaluyoAffiliation unknown1
Shofwatun Ni’mahAffiliation unknown1
Khalimatul HidayahAffiliation unknown1
Febryantika KustyandariAffiliation unknown1
Lutfi MuzaqiAffiliation unknown1
Risa Anggita PutriAffiliation unknown1
Hanif Satria FebrianandaAffiliation unknown1
Fitra Aulia RahmaAffiliation unknown1
Agil Fitriya HidayatiAffiliation unknown1
Magdalena Ayu Sri PramestiAffiliation unknown1
Elisa Putri AnjaniAffiliation unknown1
Dea Putri RahmadewiAffiliation unknown1
Naufal Arik MustofaAffiliation unknown1
Nasha ShafiraAffiliation unknown1
Shabrina MatildaAffiliation unknown1
Rudi HartonoAffiliation unknown1
Dila CharismaAffiliation unknown1
Farid Akhbar FardillahAffiliation unknown1
Alief Noor FaridaAffiliation unknown1
Girindra Putri Dewi SaraswatiAffiliation unknown1
Muhammad MunadiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>