Cyberloafing among EFL Learners Revealed by New Research

Strategic Insights -

New research conducted at Universitas Riau has shed light on the phenomenon of cyberloafing among English as a Foreign Language (EFL) learners in the English Department at the university. The study, focused on Pekanbaru, aimed to assess the level of cyberloafing and identify the reasons behind it. The research found that a significant number of students engage in cyberloafing during classes, with the most common activities being sharing, real-time updating, and accessing online content. The study also highlighted contributing factors to cyberloafing, including lecturer-related reasons, course-related reasons, and student-related reasons.

Key Takeaways:

  • The study involved a sample of 71 students for the quantitative study and 10 students for the qualitative study, selected through cluster random sampling and convenience sampling.
  • The most common activities among EFL learners engaging in cyberloafing are sharing, real-time updating, and accessing online content.
  • Contributing factors to cyberloafing include lecturer-related reasons, course-related reasons, and student-related reasons, such as boredom and short attention spans.
  • The study suggests that reducing cyberloafing may be achieved by improving teaching strategies, incorporating engaging digital tools, and managing structured peer-presentations.
  • Lecturers can establish a clear digital device policy during class, and students can promote self-regulation learning to mitigate cyberloafing behavior.

Statistics:

  • 71 students participated in the quantitative study, while 10 students participated in the qualitative study.
  • The study found that 35.2% of students engage in sharing, 21.1% engage in real-time updating, and 17.5% engage in accessing online content during classes.
  • 62.5% of students reported that lecturers' monotonous teaching methods contribute to cyberloafing.
  • 56% of students stated that course-related reasons, such as unengaging peer-presentations, also contribute to cyberloafing.

Sources:

  • An Investigation of Cyberloafing among EFL Learners. Lectura: Jurnal Pendidikan, 2025, 16(1): 66-78.
  • Universitas Lancang Kuning, publisher of Lectura: Jurnal Pendidikan.
  • Melva Naura, Universitas Riau, for additional information.
  • Lectura: Jurnal Pendidikan online platform (https://ejurnal.unilak.ac.id/index.php/lectura).
  • Universitas Riau, Indonesia.