Autonomous Pronunciation Learning in Higher Education Via Heutagogical Strategies: Implementation, Challenges, and Solutions
DOI:
https://doi.org/10.21009/jtp.v28i1.66691Kata Kunci:
Autonomous learning, heutagogy, pronunciationAbstrak
heutagogical strategies. While many studies have explored heutagogy across disciplines, limited research has addressed its application in pronunciation learning. This study examines how heutagogical principles are implemented in pronunciation instruction, highlighting the importance of pronunciation in effective oral communication. This study adopts a qualitative case study design involving two pronunciation lecturers at a higher education institution. Data were collected through classroom observations and semi-structured interviews. The study addressed three questions: (1) How is heutagogy applied in pronunciation learning? (2) What challenges are encountered by lecturers? (3) What strategies are used to overcome these challenges? The findings reveal that lecturers promoted learner autonomy through self-directed tasks, flexible learning pathways, and the integration of digital tools. Pronunciation websites and mobile applications were widely used to support independent practice and provide immediate feedback. However, challenges included students’ limited self-regulation, unequal access to digital devices, and lecturers’ varying technological skills. To address these challenges, lecturers engaged in professional development activities such as webinars and discussions. Students were supported through device sharing and campus internet facilities. These findings suggest that heutagogy has strong potential for pronunciation learning, but requires adequate institutional support and digital readiness in practice. This study contributes to the development of learner-centered approaches by emphasizing the role of autonomy and technology in language learning contexts, particularly in higher education settings where digital resources and independent learning are increasingly essential for improving students’ pronunciation competence and overall communicative performance in diverse educational contexts worldwide.
Referensi
Argyris, C. (1996). Organizational learning II. Theory, Method, and Practice.
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks. Pacific Journal of Technology Enhanced Learning, 1(1), 1–14.
Celce-Murcia, M., Brinton, D., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
Chun, Τ. C., & Abdullah, M. N. L. Y. (2025). Do Heutagogical Activities Influence Self-Determined Learning of Postgraduate Students? A Mediation Analysis VIA PLS-SEM Approach. International Journal of Educational Reform, 34(4), 705–724. https://doi.org/10.1177/10567879231153628
Cochrane, T., Sissons, H., Mulrennan, D., & Pamatatau, R. (2013). Journalism 2.0: Exploring the impact of mobile and social media on journalism education. International Journal of Mobile and Blended Learning (IJMBL), 5(2), 22–38.
Fraser, H. (2006). Helping teachers help students with pronunciation: A cognitive approach.
Glassner, A., & Back, S. (2020). Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist. Springer Singapore. https://doi.org/10.1007/978-981-15-4144-5
Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace e-Learning, 1(1), 43–52.
Imsiyah, N., Sintiawati, N., Purnamawati, F., & Himmah, I. F. (2024). Heutagogy-Based Training Management: Self-Determined Learning for Adult Learners. JPPM (Jurnal Pendidikan Dan Pemberdayaan Masyarakat), 11(2), 200–211.
Jenkins, J. (2000). The phonology of English as an international language. Oxford university press.
Kenyon, C., & Hase, S. (2010). Andragogy and heutagogy in postgraduate work. Meeting the Challenges of Change in Postgraduate Education, 165–177.
Kusdiyanti, H., Zandra, R. A., Wijaya, R., Febrianto, I., Rosyidah, U. J., & Kalbuana, N. (2024). Development of Heutogogy Model as a Framework to Prepare Self-Determined Educator: A Case Study in Indonesia. Journal of Intercultural Communication, 24(3), 79–87.
Lear, E. L. (2012). The effectiveness of guided reflective journals as autonomous learning tools to develop intelligible features of pronunciation in large English as an international language classes.
Madya, S. (2000). Learning English Pronunciation Systematically. Yogyakarta: State University of Yogyakarta.
Moore, R. L. (2020). Developing lifelong learning with heutagogy: Contexts, critiques, and challenges. Distance Education, 41(3), 381–401. https://doi.org/10.1080/01587919.2020.1766949
Mulrennan, D. (2018). Mobile Social Media and the News: Where Heutagogy Enables Journalism Education. Journalism & Mass Communication Educator, 73(3), 322–333. https://doi.org/10.1177/1077695817720762
Mythiri, B., & Karthika, V. K. (2024). Reimagining English Language Teaching: Towards Developing a Heutagogical Framework. Higher Education for the Future, 11(1), 76–89.
Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools. Australasian Journal of Educational Technology, 35(3).
Panta, R. (2025). Heutagogy: A comprehensive review of self-determined learning in contemporary education. Cureus, 17(8).
Pourhosein, G. A. (2016). English pronunciation instruction: A literature review.
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Singh, T. P., & Sisodia, S. (2024). Heutagogy and self-determined learning: A review of the approach for lifelong education. International Journal of Humanities and Education Research, 6(1), 86–89.
Yates, L. (2002). Fact sheet-What is pronunciation. Sydne: Amep Research Centre.
Zakaria, M. I., Nasran, N. A. H. N., Abdullah, A. H., Alhassora, N. S. A., & Hanid, M. F. A. (2024). Heutagogy in action: Empowering mathematics teachers through innovative pedagogical approaches. International Journal of Instruction, 17(4), 135–148.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Yulianto Sabat, Abd. Syakur, Lailatul Musyarofa, Ika Rahmania
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
-
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.
