Promoting English Independent Study for EFL University Students in Indonesia

Abstract

This paper aims to investigate the implementation of English Independent Study (EIS) activities in English as a Foreign Language (EFL) educational contexts. In this study, 32 pre-intermediate to upper-intermediate participants attending a course named Basic Skill Course at an Indonesian university were introduced to the concept of and strategies for pursuing EIS. This investigation focused on analyzing the students’ choice and perceptions of EIS activities and the continuity of the initiative. The findings show that students are more inclined to do receptive skill activities as opposed to those of productive skills for their EIS, students generally perceive EIS activities positively, and almost all students continued EIS activities on their own after they finished the semester. Some insights on how teachers could optimize students’ motivation to do EIS activities are offered, such as providing extensive resources for independent study and devising various schemes to promote such activities among students.