Integrating Learner-Centered TELL (Technology-Enhanced Language Learning) in English Learning: A Qualitative Study within an Autonomous English Learning Framework in the Post-Digital Context

Abstract

This qualitative study investigates the Learner-Centered TELL (Technology-Enhanced Language Learning) in synchronous hybrid English learning at an Islamic university in Indonesia. This study conveyed 3-credit English unit consisting of 2-credit regular session and 1-credit student-led session where the students serve as captains who experience the autonomous learning in improving their communicative competence. This study aimed to answer research question related to the way student experienced Learner-Centered TELL (Technology-Enhanced Language Learning) in English Learning; the challenges and solution whenever they had during the learning process. The participants of the study were 89 students in investigated Islamic universities, and the data were taken from the students’ open-ended questionnaires, classroom observations, learning journals, and recorded student-led sessions. These data were thematically analyzed using Braun and Clark’s framework. The finding showed that over 80% of students had positive learning experience as this learning approach helped them to be more autonomous and get more improvement in communicative competence. This approach stimulated students’ learning autonomy across 6 dimensions, namely, learning management, learning content, learning strategies, technology used, collaboration, and reflection. Initially the student faced speaking anxiety, limited communicative competence, difficulty in designing material gap participation and technical issues. However, through autonomous learning, they overcame the issues through self-learning practice, peer collaboration, external resources, self-encouragement, and careful preparation.