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Description
This study reports on the development of an interactive Self-Access Language Learning (SALL) e-learning model designed to enhance English proficiency among university students in Indonesia. The initiative responds to persistent challenges in the SALL program, including low student engagement, limited infrastructure, and insufficient access to interactive resources. Using the ADDIE instructional design framework, the research adopted a mixed-methods approach comprising needs analysis, instructional design, prototype development, implementation, and evaluation. A Moodle-based Learning Management System (LMS) integrated with H5P was employed to create interactive, CEFR-aligned materials featuring multimedia tasks, adaptive feedback, and opportunities for autonomous learning. Results from pilot testing and program implementation showed increased student engagement, reporting that the materials were engaging, accessible, and effective. The study concludes that the integration of interactive e-learning materials within a structured instructional design model can effectively strengthen SALL implementation in higher education. Pedagogical implications include the scalability of the model for other Indonesian universities seeking technology-enhanced solutions for language learning. Future directions suggest incorporating AI-driven adaptive pathways, expanding peer collaboration features, and longitudinal studies to track sustained proficiency gains.
