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

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.