Fostering Academic Reading Proficiency through Independent Learning in a Higher Education Context
DOI:
https://doi.org/10.57176/m416ka90Keywords:
academic reading proficiency, English language learning, higher education, independent learning, self-directed learningAbstract
Academic reading proficiency is essential for academic and professional development in higher education, as it enables individuals to access, comprehend, and critically engage with scholarly resources. However, empirical evidence on the effectiveness of structured independent learning programs for improving academic reading proficiency among higher education learners remains limited, particularly in the Indonesian context. This study aimed to evaluate the effectiveness of an independent learning program in fostering academic reading proficiency among participants in a higher education context. This study involved 26 participants from a university in Jakarta. A quantitative pre-experimental design employing a pre-test and post-test approach was used to assess participants’ reading performance before and after the intervention. The program provided flexible and self-paced learning opportunities through guided academic reading materials and structured learning activities. Data were collected from reading assessment scores and analyzed using descriptive and inferential statistics using descriptive statistics and a paired-samples t-test to determine the extent of improvement. The findings revealed a positive increase in participants’ academic reading proficiency following their participation in the independent learning program, indicating enhanced comprehension of academic texts and improved reading performance. The paired-samples t-test indicated that the improvement was statistically significant, t([df] = [t-value], p < .05 and Cohen’s d = X. These results suggest that independent learning can be an effective strategy for developing academic reading skills among adult learners in higher education settings. The study underscores the importance of self-directed learning in supporting continuous professional development and academic literacy while offering a flexible and sustainable approach to English language improvement.
References
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. https://doi.org/10.1598/RT.61.5.1
Alhazbi, S., Al-Ali, A., Tabassum, A., Al-Emadi, A., Khattab, T., & Hasan, M. A. (2024). Using learning analytics to measure self-regulated learning: A systematic review of empirical studies in higher education. Journal of Computer Assisted Learning, 40(4), 1658–1674. https://doi.org/10.1111/jcal.12982
Biwer, F., Egbrink, M., Aalten, P., & de Bruin, A. (2020). Fostering effective learning strategies in higher education. Educational Psychology Review, 32(4), 1213–1235. https://link.springer.com/article/10.1007/s10648-020-09570-3
Capin, P., Stevens, E. A., & Vaughn, S. (2023). Self-regulation and reading comprehension: Integrating and aligning to improve reading outcomes. Mind, Brain, and Education, 17, 362–372. https://doi.org/10.1111/mbe.12353
Cheng, Z., Zhang, Z., Xu, Q., & Gu, P. (2025). A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education. Journal of Computing in Higher Education, 37, 195–224. https://doi.org/10.1007/s12528-023-09390-
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Dresel, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T., Jöstl, G., Klug, J., Roth, A., Wimmer, B., & Steuer, G. (2015). Competencies for successful self-regulated learning in higher education: Structural model and indications drawn from expert interviews. Studies in Higher Education, 40(3), 454–470. https://doi.org/10.1080/03075079.2015.1004236
Forbes-McKay, K., & Bremner, P. (2023). Exploring independent learning (IL) and its relationship to mindset, motivated strategies for learning and academic performance. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-06-2023-0253
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. Educational Research Review.
Hadwin, A. F., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and socially shared regulation of learning. In Handbook of Self-Regulation of Learning and Performance (2nd ed.). Routledge.
Hey, R., McDaniel, M., & Hodis, F. A. (2024). How undergraduate students learn: Uncovering interrelationships between factors that support self-regulated learning and strategy use. Metacognition and Learning, 19, 743–772. 743–772. https://doi.org/10.1007/s11409-024-09389-8
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
Ko, H. (2026). Bridging digital learning competence and academic achievement: The roles of informal digital learning and metacognitive self-regulation. Journal of Intelligence, 14(2), 31. https://doi.org/10.3390/jintelligence14020031
Liu, C., Abu Bakar, Z., & Xu, Q. (2025). Self-regulated learning and academic achievement in higher education: A decade systematic review. International Journal of Research and Innovation in Social Science, 9(3), 4488–4504. https://doi.org/10.47772/IJRISS.2025.90300358
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Nurjanah, S., Hadi, S., & Willems, M. (2023). Self-regulated learning strategies in EFL reading comprehension: A classroom-based study. Journal of English Language Teaching and Linguistics, 8(2), 145–158. https://doi.org/10.33394/jollt.v12i2.9538
Oxford, R. L. (2017). Teaching and researching language learning strategies. Routledge.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts et al. (Eds.), Handbook of Self-Regulation (pp. 451–502). Academic Press.
Polla, M., & Rahima, A. (2024). Students’ self-regulated learning in academic reading: A higher education perspective. Journal of Education and Learning, 18(1), 55–67. https://doi.org/10.61978/psychosocia.v3i2.817
Rizal, R. P., & Sulistyaningrum, S. D. (2022). Investigation of reflecting reading comprehension strategies through self-directed learning on higher education students. Proceedings of English Linguistics and Literature. https://proceedings.unnes.ac.id/ELLit/article/view/1648
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7–25. https://doi.org/10.1080/10573560600837578
Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation strategies in reading instruction. Learning and Instruction, 16(1), 57–69. https://doi.org/10.1016/j.learninstruc.2005.12.006
Sutiono, C., Triana, E., & Arapah, E. (2022). Students’ difficulties in academic reading comprehension in higher education. Journal of English Education, 12(2), 101–112. https://doi.org/10.24127/pj.v11i3.4747
van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Gašević, D., Bannert, M., & Molenaar, I. (2022). The dynamics between self-regulated learning and learning outcomes: An exploratory approach and implications. Metacognition and Learning, 17, 745–771. https://doi.org/10.1007/s11409-022-09308-9
Yu, X. (2023). Challenges of independent learning in digital higher education environments. Education and Information Technologies, 28(6), 1–18.
Zheng, B. (2016). Self-regulated learning in online learning environments. Computers & Education, 99, 1–12. https://doi.org/10.1016/j.compedu.2016.03.001
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts et al. (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press.
Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge.
Zhou, Y., Li, X., & Wang, H. (2025). Gamified self-regulated learning improves EFL reading comprehension, motivation, self-regulation skills and process patterns. The Internet and Higher Education, 67, 101042. https://doi.org/10.1016/j.compedu.2016.03.001
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rizka Patrika Rizal, Lego Prayogo, Imam Khasbani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
