This research explores the self-regulated English language learning experiences of
senior high school students through EFL teachers’ YouTube channels. The
research is grounded in Bandura’s Social Cognitive Theory of Self-Regulation,
focusing on how learners set goals, monitor their progress, and overcome
distractions in a digital environment. Using a qualitative case study approach, data
were collected through semi-structured interviews and observations involving ten
students from a senior high school in Bone Regency, South Sulawesi. The
findings reveal that YouTube serves as a flexible and motivating platform that
supports students' self-regulated learning by allowing them to customize their
learning time, content, and strategies. Students employed various self-regulation
techniques such as goal-setting, note-taking, and distraction management to
maintain focus. Despite frequent distractions like advertisements and
recommended videos, most participants demonstrated resilience by using full-
screen mode, skipping irrelevant content, and downloading videos for offline
learning. The research highlights the importance of student autonomy, intrinsic
motivation, and content personalization in sustaining long-term learning
consistency. The results contribute to the understanding of digital-based self-
regulated learning and provide practical insights for teachers and content creators
to develop more engaging and focused educational materials on YouTube.
A. Conclusion
Based on the findings from the interviews and observations, it can be
concluded that:
1. Students are able to effectively manage their self-regulated learning of
English through EFL teachers' YouTube channels, utilizing the flexibility
and accessibility of the platform. They exhibit self-regulated learning
behaviors such as setting personal learning goals, selecting content that
suits their weaknesses (e.g. grammar or pronunciation), as well as
evaluating the suitability of the material to academic needs. Students
demonstrated high levels of independence and motivation, both stemming
from intrinsic interest in English and extrinsic factors such as academic
encouragement and peer influence.
2. Students showed good ability in maintaining learning consistency despite
the YouTube platform being full of potential distractions. They applied
various self-regulation strategies such as using full-screen mode, saving
irrelevant videos to watch later, and downloading learning videos to avoid
distractions. Goal setting proved to be an effective tool in maintaining
learning focus and resilience, especially when distractions arise. Clear
evidence of the success of self-regulated learning can be seen from some
students who experienced increased achievement, such as obtaining high
scores in English lessons, feeling more confident when participating in
class, and being selected to take part in the English Olympiad competition
representing their school. The findings confirm that self-regulation,
supported by personal agency and clear learning goals, plays an important
role in helping students remain consistent and effective in independent
English learning in the long term.
B. Suggestion
Based on these findings, it is recommended that EFL teachers continue
to develop learning content that is not only visually appealing, but also
encourages students' learning independence. Teachers can also provide
practical guidance or strategies to manage research time and avoid digital
distractions. For students, it is important to continue developing awareness of
self-regulation and commitment to learning goals. They are advised to make a
structured research plan, set limits on non-academic content while
researching, and periodically evaluate their progress. Schools are expected to
support digital media-based learning by providing facilities and training that
support digital literacy and self-learning management skills.
This research has some limitations that need to be considered. The main
limitation is the relatively short implementation time, so the observation was
only conducted in one session and did not cover the long-term learning
dynamics thoroughly. In addition, the limited number of participants to ten
students from one institution also limits the generalizability of the results to a
wider context. Therefore, it is recommended for future researchers to involve
more diverse participants and extend the duration of observation.

STAR20250057

57/2025

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