Learning beyond the classroom: Strategies of high-achieving English education students in Eastern Indonesia

Abstract

English language proficiency in Indonesia remains low, particularly in Eastern Indonesia compared to other regions of the country. This study examines the English language learning strategies (LLSs) used by college students in Eastern Indonesia, focusing on speaking, listening, reading, and writing skills. A mixed-methods research design was adopted, employing adapted versions of Oxford’s Strategy Inventory for Language Learning (SILL) and Setiyadi’s Language Learning Strategy Questionnaire (LLSQ). Quantitative data were collected through Likert-scale items, while qualitative insights were obtained from open-ended questionnaire responses. The participants comprised 38 English majors (GPA 3.7–4.0) from eight universities in Eastern Indonesia. Descriptive statistical analysis indicated that cognitive strategies were the most frequently employed (M = 68.7%), followed by metacognitive strategies (M = 47.9%) and social-affective strategies (M = 31.2%). Repetition, translation, and contextual guessing dominated learners’ approaches, while peer correction and collaboration were least practiced. The qualitative findings demonstrate a strong preference for autonomous, technology-mediated English learning, particularly through online videos, podcasts, and AI-assisted tools. Learners blended formal instruction with informal, media-based practices, reflecting a self-regulated and accuracy-focused orientation. The study recommends pedagogical practices that encourage greater use of metacognitive and social strategies to enhance communicative fluency and reflective learning.