EXPLORING EFL LEARNERS' AUTONOMOUS LEARNING PRACTICES THROUGH THE ROBLOX CHAT BOX AT THE STATE ISLAMIC UNIVERSITY OF SAYYID ALI RAHMATULLAH TULUNGANGUNG

AMELIA ANISAH LEVINA, 1860203221042 and SUSANTO, 198404102014031002 (2026) EXPLORING EFL LEARNERS' AUTONOMOUS LEARNING PRACTICES THROUGH THE ROBLOX CHAT BOX AT THE STATE ISLAMIC UNIVERSITY OF SAYYID ALI RAHMATULLAH TULUNGANGUNG. [ Skripsi ]

	Text COVER.pdf Download (981kB)
	Text ABSTRAK.pdf Download (346kB)
	Text DAFTAR ISI.pdf Download (245kB)
	Text BAB I.pdf Download (353kB)
	Text BAB II.pdf Restricted to Registered users only Download (350kB)
	Text BAB III.pdf Restricted to Registered users only Download (389kB)
	Text BAB IV.pdf Restricted to Registered users only Download (908kB)
	Text BAB V.pdf Restricted to Registered users only Download (257kB)
	Text BAB VI.pdf Restricted to Registered users only Download (267kB)
	Text DAFTAR PUSTAKA.pdf Download (283kB)
	Text LAMPIRAN.pdf Restricted to Repository staff only Download (2MB)

Abstract

This study investigated autonomous English learning practices among EFL learners through the use of the Roblox chat-box feature. The research focused on how learners independently used English during gameplay interaction and how the Roblox chat-box contributed to their perceived improvement in written communication during autonomous learning. The study conducted at the State Islamic University of Sayyid Ali Rahmatullah Tulungagung involving four EFL learners who actively played Roblox and frequently communicated using English in the chat-box feature. This study employed descriptive qualitative research design with a phenomenological approach. Data were collected through observation of chat-box interactions, semi-structured interviews, and documentation. The participants were selected purposively based on several criteria, including active Roblox usage, frequent use of the chat-box feature, and autonomous English communication during gameplay. The collected data were analysed through the procedures of data reduction, data display, and conclusion drawing. The findings revealed two major results: (1) the participants engaged in autonomous English use through the Roblox chat-box by independently initiating and maintaining communication with other players, utilizing English for various communicative purposes such as asking for help, seeking information, coordinating gameplay activities, discussing strategies, and maintaining social interaction; and (2) the participants perceived that repeated interaction through the Roblox chat-box contributed to their written communication development. They reported becoming more familiar, comfortable, and confident in using English autonomously during gameplay activities and while interacting with international players. Overall, this study demonstrated that the Roblox chat-box provided meaningful opportunities for autonomous English learning through authentic communication practices in digital gaming environments. The findings suggest that online multiplayer games may function as alternative informal learning spaces that support EFL learners’ autonomous language development outside formal classroom setting.

Actions (login required)

View Item