Teachers' and Learners' Perspectives on Effective Language Learning Strategies in the Indonesian University

Abstract

This study aims to explore the perspectives of lecturers and students regarding effective language learning strategies (LLS) in Indonesian universities, especially the suitability between the strategies recommended by teachers and practiced by students. The research design used a mixed-methods approach with quantitative data obtained through a modified Strategy Inventory for Language Learning (SILL)-based questionnaire, involving 50 EFL lecturers and 150 non-English study program students from three major universities. Qualitative data were collected through semi-structured interviews with 15 lecturers and 20 students, equipped with field notes and administrative documents for triangulation. The questionnaire instrument has been validated by experts, tested for reliability (α ≥ 0.70), and analyzed with EFA and CFA. Quantitative data is analyzed descriptively and inferentially, while qualitative data uses thematic analysis through data reduction, presentation, and verification. The results showed a gap: the majority of lecturers supported communicative strategies (78%), but still used traditional strategies (62%) due to curriculum and exam pressures, while students used traditional strategies more for exams (70%) and used digital tools (65%) despite unequal access. Low metacognitive strategies (40%) reflect limitations in independent learning. The main obstacles include large class sizes, a lack of institutional support, low digital literacy of lecturers, and limited digital access for students. The findings emphasized the need to align curriculum and assessment with communicative goals, increase the pedagogic-digital capacity of lecturers through training, and support more equitable digital infrastructure.