This study explores how students at an Islamic university engage in self-
directed learning (SDL) to enhance their English listening skills and what motivates
that engagement. Using a qualitative descriptive design, semi-structured offline
interviews were conducted with seven 6th–8th semester English majors (June 16–
17, 2025). Data were transcribed, coded, and member-checked. Findings show that
students set academic/professional goals (e.g., TOEFL/IELTS, postgraduate study,
employability) as well as social/personal goals (e.g., reducing insecurity, building
confidence). They select authentic, accessible materials YouTube, podcasts/TED
Talks, films, songs, TikTok and employ repetition, note-taking, shadowing, and
self-evaluation (e.g., prediction tests), with technology functioning as a central
enabler. Key challenges include wavering motivation, focus and consistency, time
constraints, and distracting environments; feedback from lecturers/peers and
perseverance (personal drive, family support, future aspirations) help sustain
progress. Intrinsic (interest, enjoyment, competitiveness) and extrinsic factors
(exams, career targets, lecturer cues, peer influence) jointly shape SDL. The study
concludes that SDL is vital for listening development when autonomy is supported
by purposeful goals, strategic routines, constructive feedback, and technology use.
Implications include designing autonomy-oriented tasks, guiding critical use of
digital resources, and improving institutional supports (labs, study groups,
workshops) to foster lifelong learning.
A. Conclusion
Students at the Islamic university engage in self-directed learning (SDL)
for English listening through diverse, goal-oriented strategies that reflect both
academic ambition and personal growth. These include goals such as
TOEFL/IELTS preparation and increased self-confidence in communication.
Learners select a range of accessible, authentic materials like YouTube, music,
podcasts, and TikTok, and apply flexible strategies such as repetition,
shadowing, note-taking, and self-assessment through practice tests.
Technology plays a central role as both a tool and a substitute for classroom
input, although learners must navigate challenges like distraction, boredom,
inconsistent routines, and unsupportive environments. Their persistence
illustrates that SDL listening is a multidimensional process requiring
autonomy, motivation, and self-discipline.
Students’ motivation to sustain SDL listening is shaped by a dynamic
combination of intrinsic and extrinsic factors. Intrinsic motivators include
enjoyment, self-improvement, and curiosity, while extrinsic ones involve
academic targets, future careers, peer influence, and lecturer support. Feedback
whether from teachers, peers, or self-assessment plays a crucial role in
maintaining motivation and preventing stagnation. Learners demonstrate
perseverance by internalizing challenges and holding on to future aspirations
such as studying abroad, achieving high test scores, and becoming globally
competent English users. These findings confirm that SDL listening is not
merely a response to academic pressure, but a self-driven pathway toward long-
term growth, global readiness, and lifelong learning.
B. Suggestion
Based on the conclusions drawn from this study, several suggestions are
proposed to ensure that the findings can be applied effectively and also serve
as a reference for future development:
1. For Students
Students are encouraged to strengthen their SDL practices by
setting clear and realistic goals, combining enjoyable resources (music,
films, social media) with more structured academic materials (podcasts,
lectures, practice tests). They should develop consistent study habits,
use technology wisely, and seek regular feedback from lecturers, peers,
or online communities. Building perseverance is crucial students should
learn to view challenges such as boredom or inconsistency not as
failures, but as opportunities for growth. Aligning SDL with both
academic targets and personal interests will help sustain long-term
motivation.
2. For Educators and Lecturers
Lecturers play a vital role in supporting SDL by integrating autonomy-
oriented tasks into listening courses. They can encourage students to
explore authentic resources, design assignments that promote
independent practice, and provide constructive feedback. Lecturers
should also foster motivational support by emphasizing the relevance
of listening for academic success, career development, and global
communication. Moreover, recognizing students’ reliance on digital
platforms, lecturers could guide learners on how to critically and
effectively use technology for SDL.
3. For Institutions
Universities should provide an environment that nurtures SDL. This
may include access to digital libraries, language laboratories, peer study
groups, and workshops on SDL strategies. Institutional support helps
reduce external barriers such as lack of resources or conducive
environments, ensuring that students’ autonomy can flourish.
4. For Future Researchers
Future research can expand on this study by involving a larger and more
diverse participant group, comparing different institutions, or exploring
SDL across different skills (speaking, reading, writing). Mixed-method
approaches such as combining interviews with classroom observations,
learning diaries, or experimental interventions may also provide deeper
insights. Researchers could further investigate the long-term impact of
SDL on academic achievement, employability, and lifelong learning.

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