Communicating effectively in English has become increasingly essential in today's globalised world, particularly in countries like Indonesia, where English is a key part of institutional business, education and technology. As the demand for English proficiency rises, educational institutions face the challenge of equipping students with the necessary skills to thrive in diverse environments (Murray, 2016). Despite the importance of English, many EFL (English as a Foreign Language) undergraduate students in Indonesia struggle to achieve the desired levels of proficiency (Mahmud, 2014)(Nithideechaiwarachok et al., 2022)(Pahrizal et al., 2025). This struggle can be attributed to various factors, including limited access to resources, inadequate instructional resource access, and cultural influences (Moreau, 2014). The advent of digital technology has transformed language learning, offering new avenues for students to practice and enhance their skills (Muqtadiroh et al., 2020). Online learning platforms like Duolingo and Babbel provide interactive and personalised experiences that don't require downloading (Dovna, 2024; (Kalsoom et al., 2024); (Tiwari et al., 2024)).

However, research indicates that many students do not fully utilise these resources, often due to a lack of familiarity or motivation (Garcia & Pintrich, 2023)(Hew & Cheung, 2014)(Mathew et al., 2019). Understanding how students engage with these platforms is crucial for optimising their potential benefits. Extracurricular activities also play a pivotal role in language acquisition, providing students with opportunities to practice English in a realworld context (Kozan, 2024)(Suleiman et al., 2019). Activities such as language clubs and conversation partners can enhance motivation and foster a sense of community among learners (Wafroturrohmah & Sulistiyawati, 2019). However, the effectiveness of these activities often remains unquantified, leading to questions about their actual impact on student outcomes.

Moreover, informal learning environments, such as social interactions with native speakers and cultural immersion experiences, further enrich language learning (Ratih et al., 2021). These contexts allow students to apply their knowledge of social situations, thus reinforcing their learning (Chakowa, 2018)(Koçak, 2023). However, the lack of structure in informal settings can result in inconsistent practice, making it essential to explore how these environments contribute to overall language proficiency. Existing literature highlights the significance of motivational factors in language learning, indicating that intrinsic and extrinsic motivations can greatly influence students' engagement and success (Bower, 2019)(Hussain et al., 2020)Li et al., 2022. Factors such as personal interests, social influence, and perceived relevance of the language to future career prospects can shape students' attitudes toward learning English.

However, the interplay between these motivational factors and the various learning contexts—online platforms, extracurricular activities, and informal environments—remains underexplored. By investigating these interconnected variables, the research provides valuable insights into practical strategies for enhancing English language acquisition and practicality among students. Through a comprehensive understanding of these dynamics, educators. Educators and policymakers can better support students in their language learning journeys through a thorough understanding of these dynamic suboptimal English language proficiency levels among undergraduate students in Indonesia despite the increasing availability of resources and opportunities for learning. This issue is multifaceted, rooted in various interconnected factors that influence students' engagement with English as a Foreign Language (influencing here is a notable underutilisation of online learning platforms, such as Duolingo and Babbel, which offer interactive and personalised language learning experiences. Many students lack the motivation, familiarity, or guidance to effectively integrate the tools into their learning routines ((Lurdes Martins, 2015); (McKnight et al., 2016)). This results in missed opportunities for enhancing language skills, as these platforms can provide tailored practice that complements traditional classroom instruction. Second, the role of extracurricular activities—such as language clubs, debate societies, and conversational practice sessions—remains underexplored. While these activities have the potential to foster language acquisition and enhance motivation, their effectiveness can vary widely based on factors like student participation, program structure, and peer dynamics ((Chen Hsieh et al., 2017); (Lamb, 2017)). A lack of empirical data on the impact of these extracurricular initiatives hampers the development of effective programs that encourage active language use.

Additionally, informal learning environments, including social interactions with native speakers and cultural immersion experiences, play a critical role in language acquisition. However, these contexts are often unstructured and inconsistent, leading to gaps in proficiency and language use (Bamanger & Gashan, 2015)(Lee, 2019). The absence of formal support in these environments can limit students' opportunities to practice English in realworld scenarios, thus impacting their overall language development. Finally, the motivational factors that drive student engagement with English learning are poorly understood. Motivation is a complex construct influenced by personal interest dynamics and the perceived relevance of English to future career prospects (Chen et al., 2024)(Garcés-Manzanera, 2024). Understanding how these motivational factors interact with online platforms, extracurricular activities, and informal learning environments is essential for creating effective strategies that foster language acquisition. By investigating these interconnected issues, this study provides actionable insights that can enhance EFL education and improve student outcomes in Indonesia.

This study investigates key concepts related to English language learning among undergraduate students in Indonesia, focusing on three primary variables: online learning platforms, extracurricular activities and informal learning environments. Online learning platforms refer to digital tools and resources, such as language learning apps and websites, that facilitate language acquisition outside traditional classroom settings. Extracurricular activities encompass organised programs, clubs, or events promoting English language use, such as organised programs, clubs, or events promoting informal learning environments, including unstructured contexts where language learning occurs, such as language exchange programs or casual interactions with native speakers. Together, these variables explore their effects on student motivation and language proficiency. The primary research problem centres on the multifaceted challenges faced by EFL (English as a Foreign Language) undergraduate students in Indonesia as they navigate their language learning journey. Despite the increasing availability of resources and opportunities for learning English, many students struggle to achieve proficiency due to various interconnected factors. One significant issue is the limited engagement with online learning platforms. In recent years, digital tools, such as language learning apps and interactive websites, have emerged as popular alternatives to traditional classroom instruction.

However, many students may not fully utilise these resources due to insufficient awareness, motivation, or familiarity with effectively integrating them into their study routines. This underutilisation leads to effectively integrating language skills through personalised and flexible learning experiences. Another critical area of concern is the role of extracurricular activities in fostering language acquisition. While many institutions offer language clubs, debate societies, and conversational practice sessions, the effectiveness of these programs often goes unmeasured. Students may have varying levels of participation, and factors such as peer dynamics, program structure, and accessibility can significantly influence their motivation to engage. A lack of understanding regarding which extracurricular activities yield the most benefits can hinder the development of effective programs that encourage active language use. The influence of informal learning environments further complicates the research problem. These environments include social interactions, cultural exposure, and community language exchange programs where students can practice their English skills outside formal educational settings. While these experiences are often rich in contextual learning opportunities, they are frequently overlooked in academic research. The lack of structured support and guidance in these informal contexts can lead to inconsistent language practice, potentially resulting in proficiency gaps.

Moreover, the motivational factors driving students' engagement with English learning are poorly understood. Motivation can be influenced by numerous elements, including personal interests, social context, and perceived relevance of the language to their future careers. Understanding how these motivational factors interact with online platforms, extracurricular activities, and informal environments is essential for creating a cohesive strategy that fosters language acquisition. Overall, the research problem highlights the need for a comprehensive investigation into the interplay of these variables. By addressing these gaps, the study provides actionable insights that educators and policymakers can use to enhance EFL learning experiences for undergraduate students in Indonesia. The findings inform best practices in language instruction and contribute to the broader discourse on effective language learning strategies in a globalised context.

The primary objectives of this research are to:

a. Investigate the utilisation of online learning platforms among EFL undergraduate students in Indonesia.

b. Assess the impact of extracurricular activities on language acquisition and student motivation.

c. Explore the role of informal learning environments in enhancing language skills.

d. Identify the motivational factors influencing students' engagement with English learning beyond formal education settings.

The study addresses the following research questions:

a. How do EFL undergraduate students utilise online learning platforms for language learning?

b. What is the role of extracurricular activities in promoting language proficiency and motivation?

c. In what ways do informal learning environments contribute to the language acquisition process?

d. What motivational factors influence students' engagement with English learning outside traditional classrooms?

This research provides a novel perspective by examining the interplay between formal and informal learning contexts in the EFL landscape of Indonesia. While previous studies have predominantly focused on traditional classroom settings, this study emphasises the significance of online platforms, extracurricular activities, and informal environments. By integrating these diverse learning contexts into a cohesive framework, the research offers fresh insights into how students can better harness available resources for language learning. This holistic approach contributes to a deeper understanding of the motivational factors that drive students to engage with English outside the classroom.

The urgency of this research is underscored by the growing demand for English proficiency in Indonesia, which is driven by globalisation and the need for effective communication in various professional contexts. As students increasingly rely on digital tools and informal networks for learning, understanding how these factors impact motivation and language acquisition is critical. This research addresses a pressing need to identify effective strategies for enhancing EFL education, ensuring that students are well-equipped to meet the challenges of a rapidly evolving global landscape. By highlighting the various dimensions of language acquisition, the research offers valuable insights for educators and policymakers seeking to improve EFL curricula and instructional practices. Additionally, the findings may inform future research directions, paving the way for more comprehensive studies exploring innovative language learning approaches in diverse contexts.

This study adopts a quantitative research design to investigate the factors influencing English language learning among EFL undergraduate students at Universitas Persatuan Guru Semarang, Indonesia. The focus is collecting and analysing numerical data to provide a comprehensive overview of students' engagement with various learning contexts.

The research utilises a cross-sectional survey design, which allows data to be collected from a specific population simultaneously. This design is ideal for examining the relationships between students' engagement with online learning platforms, participation in extracurricular activities, informal learning environments, and overall motivation and proficiency in English. The participants in this study consist of 43 EFL undergraduate students from Universitas Persatuan Guru Semarang. A convenience sampling method was employed to select willing and available participants to complete the survey. This sample size, while limited, provides valuable insights into the research questions and allows for preliminary analyses. A structured online survey was developed to collect data on students' engagement with online learning platforms, participation in extracurricular activities, use of informal learning environments and motivational factors.

The survey consists of closed-ended questions using four Likert scales and multiple-choice formats to quantify students' experiences and attitudes. The survey was distributed through Google form platforms to reach a broad audience. Questions assessing the frequency and types of online resources used for language learning. Items measuring involvement in language-related clubs, events and activities outside the classroom. The quantitative data collected from the surveys was analysed using descriptive statistics. Additionally, reliance on self-reported data may introduce biases, as participants might respond in socially desirable ways. By employing descriptive statistics, the study generates insights that can inform future practices in language education and enhance students' learning experiences.

The research examined variables affecting English language acquisition among EFL undergraduate students at Universitas Persatuan Guru Semarang. The major study issues include online learning platforms, extracurricular activities, informal learning settings, and student motivation. Descriptive data revealed students' English learning experiences and attitudes in various circumstances. To provide a complete picture of English language instruction for Indonesian EFL students, the following subsections discuss each finding backed by quantitative data.

Research Question One: How do Indonesian EFL undergraduate students utilise online learning platforms for English language acquisition outside formal classroom settings?

Table 1 above shows the mean and standard deviation of Indonesian EFL undergraduate students utilising online learning platforms for English language acquisition outside of formal classroom settings. Based on the mean score of all items above, all are above the 2.50 cut-off point for decision. This implies that the respondent regularly uses online learning platforms (e.g., Duolingo, Babbel) to improve English skills (3.21), Online learning platforms help practice English vocabulary and grammar (3.42), find online learning platforms engaging and motivating for learning English (3.23), prefer using online learning platforms over traditional textbooks for learning English (2.98) and feel that online learning platforms have significantly improved my English proficiency (3.23).

Research Question Two: What role do extracurricular activities play in the learning and motivation of Indonesian EFL undergraduate students?

Table 2 above shows the mean and standard deviation showing the role extracurricular activities play in the learning and motivation of Indonesian EFL undergraduate students. The roles are evident in all the items above, which are all above the 2.50 cut-off point for decisions. This implies that the roles extracurricular activities play in the learning and motivation of Indonesian EFL undergraduate students include participating in extracurricular activities that involve using English (e.g., English clubs and debate societies) (2.81), Extracurricular activities provide valuable opportunities to practice English communication skills (3.12), find participating in English-related extracurricular activities motivating and enjoyable (2.98) and have improved my English fluency through participation in extracurricular activities (2.93).

Research Question Three: How do informal learning environments contribute to Indonesian EFL undergraduate students' English language development and motivation?

Table 3 above shows the mean and standard deviation showing how informal learning environments, such as language exchange programs or online communities, contribute to Indonesian EFL undergraduate students' English language development and motivation. How informal learning environments, such as language exchange programs or online communities, contribute to the English language development and motivation of Indonesian EFL undergraduate students is evident by all items above, which are all above the cut-off of 2.50. This implies that the respondents agreed that I engage in informal learning activities to improve my English (e.g., watching English movies, listening to English music) (3.53), I participate in language exchange programs or online communities to practice English (2.91), Informal learning environments are effective for improving my English communication skills (3.35). I find informal learning environments more relaxing and enjoyable than formal classroom settings (3.33).

Research Question Four: What motivational factors drive Indonesian EFL undergraduate students to engage in English language learning beyond the classroom?

Table 4 above shows the mean and standard deviation of the motivational factors that drive Indonesian EFL undergraduate students to engage in English language learning beyond the classroom. This is evident by the mean values of each item above the cut-off mean of 2.50. which implies that the motivational factors include I would benefit from more guidance and support from teachers on how to utilise non-traditional learning resources (3.40) effectively; having access to more diverse online resources (e.g., interactive exercises, authentic materials) would improve my English learning (3.16), I would like more opportunities to interact with native English speakers outside the classroom (3.51), I would benefit from workshops or training sessions on how to make the most of informal learning environments (3.37) and Having access to a mentor or language partner would be helpful for my English language development (3.35).

The findings of this study reveal important insights regarding the factors influencing English language learning among EFL undergraduate students at Universitas Persatuan Guru Semarang. The study found that many participants frequently utilised online learning platforms for language practice, aligning with previous research by (Robin & Aziz, 2022), emphasising the positive impact of these digital tools on language acquisition. However, (Saputra et al., 2024) suggest that students achieve higher proficiency levels through consistent engagement with such platforms; this study found that many students reported challenges in effectively integrating these tools into their daily routines. This difference suggests Indonesia that while students have access to online resources, barriers such as time management and lack of guidance may impede their full utilisation.

Findings indicated that participation in extracurricular activities was relatively low among the respondents. This contrasts with studies by (Le, 2024), which highlight the crucial role of structured extracurricular programs in enhancing language skills. The difference may stem from a lack of awareness among students about available opportunities or a mismatch between the activities offered and students' interests. This suggests that merely providing extracurricular options is insufficient; effective promotion and alignment with student needs are essential.

The study revealed that many participants perceived informal learning environments, such as peer interactions and cultural experiences, as valuable. This is consistent with findings from (Song et al., 2023), which underscore the importance of real-world practice in language acquisition. However, the study also identified that students often lacked structured opportunities to engage in these informal settings, indicating a difference in how informal learning is facilitated in practice. This gap points to the need for educational institutions to create more opportunities for students to actively engage in informal learning contexts.

The results highlighted that intrinsic motivation, such as personal interest in English, was a significant driver for many students, aligning with (Baygi et al., 2017) assertions about the role of motivation in language learning. However, extrinsic motivators, such as grades and career prospects, were also influential. This duality reflects a nuanced understanding of motivation that may differ from previous studies that emphasise one over the other. The findings suggest that a balanced approach to fostering intrinsic and extrinsic motivation could enhance student engagement in language learning.

This study explored the factors influencing English language learning among EFL undergraduate students at Universitas Persatuan Guru Semarang. The findings revealed several important insights that differ from existing research, highlighted this study's contributions, and identified areas for future exploration. One of the most notable findings of this research was the low level of participation in extracurricular activities among students, which contrasts with prior studies that emphasise the significant role these activities play in enhancing language skills. This study indicated that many students were either unaware of available opportunities or found them misaligned with their interests and schedules. Additionally, while online learning platforms were widely used, the study highlighted barriers to their effective integration into students' routines, suggesting that access alone is insufficient for maximising their potential benefits. This research contributes to English language education by proposing the "Integrated Engagement Model for EFL Learning." This model emphasises the importance of harmonising online resources, extracurricular activities, informal learning environments and motivational factors to create a more effective language learning experience. By framing these elements as interconnected, the study provides a new conceptual framework that educators and policymakers can utilise to enhance language instruction and student engagement. Furthermore, the methodological approach of combining quantitative surveys with a focus on diverse learning contexts offers a valuable template for future studies in EFL research. Despite its contributions, this study has limitations that should be acknowledged. The sample size of 43 students may limit the generalisability of the findings to the broader population of EFL learners in Indonesia.

Additionally, the reliance on self-reported data may introduce biases that affect the accuracy of students' engagement levels and motivations. Future research should aim to expand the sample size and include a more diverse range of participants to validate and enrich the findings. Moreover, exploring the specific barriers to participation in extracurricular activities and the effective use of online learning platforms can offer a deeper understanding and inform targeted interventions. In conclusion, the study highlights the necessity for educational institutions to adopt a holistic approach to language learning that provides access to digital tools and extracurricular activities and fosters an environment conducive to informal learning and motivation. By implementing strategies that promote the integration of these elements, educators can significantly enhance the English language learning experience for EFL students, ultimately leading to improved language proficiency and greater student success.