The Role of Online Comic Reading in Enhancing Self-Motivation in English Language Learning: A Study of EFL Learners' Experiences

Abil Nasabi, Yahya Alaydrus, Diah Retno Widowati

Abstract


Reading comprehension and learner motivation remain persistent challenges for English as a Foreign Language (EFL) learners in Indonesia, particularly in higher education contexts. Limited exposure to engaging English materials often results in low motivation and reduced reading engagement. To address this issue, alternative and interest-based learning media are needed to support learners’ motivation and autonomy. This study aims to explore the role of online English comic reading in enhancing self-motivation among Indonesian EFL university students. Using a qualitative approach, the study employed narrative inquiry to investigate learners’ past experiences, current engagement, and future expectations regarding English comic reading. The participants consisted of four English Education students from a private university in Malang, Indonesia. Data were collected through semi-structured interviews and analyzed using thematic narrative analysis guided by Self-Determination Theory. The findings indicate that online English comics play a meaningful role in fostering intrinsic motivation by providing enjoyable, accessible, and self-directed learning experiences. Comics support sustained engagement by enhancing vocabulary understanding, contextual comprehension, and emotional involvement, while also promoting learner autonomy. Furthermore, learners perceive English comics as sustainable learning resources that they intend to continue using beyond formal academic settings. Overall, this study highlights the motivational potential of online English comic reading as an informal yet effective medium for supporting self-motivated and learner-centered English language learning in EFL contexts.

 


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References


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