Autodidactic English Learning Strategy of Tour Guides in Raja Ampat Island

This study explores the autodidactic English learning strategies used by local tour guidesin Raja Ampat Island, a world-renowned marine tourism destination in eastern Indonesia.With limited access to formal language education, many tour guides in the region rely onindependent learning methods to develop their English proficiency and meet the demandsof international tourism. Using a mixed methods approach, including in-depth interviewsand a structured questionnaire, this research identifies the key strategies, motivations, andchallenges faced by autodidactic learners in this context. Findings reveal that tour guidesadopt a range of self-directed strategies, such as setting personal learning goals, usingdigital tools (e.g., Google Translate, YouTube, ELSA Speak), practicing with tourists,mimicking native speakers, and building personal vocabulary logs. These practices reflectprinciples from Heutagogy, Self-Directed Learning (SDL), and Constructivism. Amongthe most effective strategies reported was learning through direct interaction withinternational tourists, which provided authentic and meaningful language exposure.Despite their resourcefulness, the guides faced several challenges, including limitedgrammar knowledge, lack of corrective feedback, inconsistent learning routines, anddifficulty accessing structured materials. Nevertheless, their experiences demonstratehigh motivation, contextual adaptability, and a strong commitment to personal growth.This research highlights the importance of supporting autodidactic language developmentthrough accessible resources, digital tools, and occasional structured guidance. Itprovides valuable insights for language educators, tourism stakeholders, and policymakers aiming to improve the language capacity of tour guides in remote regions.