Exploring the Challenges of Independent English Language Learning Among Non-English Major Students: A Qualitative Study

Abstract

Students’ ability to learn English independently is a crucial skill required in the higher education learning environment, particularly for students outside of English language programs who have limited knowledge and hands-on experience with language learning and use in the classroom. Despite the importance of this, many students face difficulties and lack the know-how to organize, carry out, and sustain their own learning processes, indicating a lack of understanding regarding the barriers that limit student autonomy. This study examines the barriers and challenges faced by non-English major students, specifically those in the Bachelor of Agricultural Technology and Bachelor of Law programs, in developing their language skills, particularly in independent English learning. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document reviews, and then analyzed thematically. The findings of this study identified four main challenges faced by students in the undergraduate agricultural technology program and the undergraduate law program in the process of independent learning: first, they have low motivation to maintain long-term engagement in the learning process; second, the learning strategies they use are inappropriate and inadequate; third, they have limited access to learning resources; and fourth, they lack confidence in practicing and using English. These internal barriers are further exacerbated by external factors in their learning environment, including a curriculum focused solely on exam results without considering students’ learning experiences and institutional support that remains inadequate.