Exploring English Education Students’ Experiences in Mastering English Vocabulary through Independent Learning

Abstract

Vocabulary mastery is essential for EFL students because it supports effective communication and overall English language proficiency. Since classroom instruction alone is often insufficient for sustained vocabulary development, many students engage in independent learning beyond formal instruction. However, limited qualitative studies have explored students’ experiences and challenges in independent vocabulary learning, particularly within Indonesian higher education, where English is learned as a foreign language and opportunities for authentic language exposure are relatively limited. This study aimed to explore English Education students’ experiences in learning English vocabulary through independent learning and to identify the challenges they encountered at an Indonesian university. A descriptive qualitative design was employed involving 30 English Education students who completed open-ended questionnaires, with five participants subsequently selected for semi-structured interviews. Data were analyzed using Braun and Clarke’s thematic analysis. The findings revealed that students employed various learning strategies, digital resources, and social support while encountering challenges in setting learning goals, maintaining learning consistency, managing distractions, monitoring progress, and evaluating learning strategies. The study concludes that successful independent vocabulary learning depends on effective self-regulation and provides pedagogical insights for promoting learner autonomy in Indonesian EFL higher education.