Learning English from YouTubers’ English-teaching videos becomes the topic of this study, which aimed to find out the EFL university learners’ experiences in how the EFL learners use the YouTubers’ English-teaching videos to promote selfregulated learning outside the classroom and how the learners perceive the differences and similarities between learning English from YouTubers’ Englishteaching videos outside the classroom and learning English in the classroom. This study was conducted in a qualitative method. The analysis of the data in this study used the thematic analysis by Braun & Clarke (2006). This study was held in English Education Department in a private University in Cirebon and involved six students as participants of this study. The results of this study showed that the learners have positive responses to their experiences of learning English from YouTubers' English-teaching videos to promote SRL outside the classroom. The use of YouTubers' English-teaching videos can be seen from the aspects of language self-regulation, such as goal commitment regulation, resource regulation, affective regulation, metacognitive regulation, and social connection regulation. However, in the aspect of social connection regulation, the learners were less to expand their social connections, such as making interaction with the YouTubers or other language learners. The learners of this study also perceived the differences and similarities between learning English from YouTubers’ English-teaching videos outside the classroom and learning English with the teachers in the classroom in several aspects.

Keywords: YouTubers’ English-Teaching Videos, Self-Regulated Learning (SRL), EFL Learners