The Effect of Independence, Responsibility,and Curiosity on Students' English Learning Outcomes

Abstract

This study examines the influence of learning independence, responsibility, and curiosity on students' English learning outcomes at a private university in Indonesia. In ideal educational conditions, students are expected to demonstrate autonomous learning behaviors, fulfill their academic responsibilities consistently, and maintain intellectual curiosity toward English language materials. However, classroom observations reveal significant gaps between these theoretical expectations and actual student behaviors, including heavy reliance on teacher direction, inconsistent task completion, and limited exploratory engagement. Using a quantitative survey design, this research involved 46 students selected through simple random sampling from a population of 52. Data were collected using a structured questionnaire based on a five-point Likert scale and an English achievement test covering vocabulary, grammar, and reading comprehension. Multiple linear regression analysis was employed to examine the predictive relationships between the three independent variables and English learning outcomes. The findings indicate that learning independence positively influences English learning outcomes (B = 0.172, p = 0.377), while responsibility (B = -0.153, p = 0.449) and curiosity (B = -0.064, p = 0.768) demonstrate negative but statistically non-significant effects. These results suggest that while independence plays a central role in academic success, responsibility and curiosity alone do not guarantee improved performance without complementary self-regulatory strategies and supportive instructional frameworks. The study emphasizes the importance of fostering independent learning skills in English education and highlights the need for pedagogical approaches that effectively channel students' sense of responsibility and curiosity into productive learning behaviors.