Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom

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• The inactive uses of self-directed learning strategies results from unclear learning goals. • The proficiency-oriented language learners are more active on adopting self-directed learning strategies for creative writing. • The achievement-oriented language learners make more efforts on creative writing. • The notion of creative writing and self-directed learning strategies should be included in curriculum. • A successful creative writing curriculum design helps learners exercise self-directed learning strategies. This study investigates three learners’ self-directed learning (SDL) strategies in a college beginner level Chinese language classroom. Using a focus group and interviews to explore how the students recognize their own learning strengths and weaknesses, what strategies they develop during the SDL process, their awareness of learning contexts while adopting SDL, and how they exercise their agencies for SDL. Findings suggest that technology fluency, the disconnection between learning goals and SDL strategies, and learners’ unawareness of their learning strengths affects individuals’ agency regarding SDL strategies. These findings suggest the need for further discussion of language teachers’ role in instructing SDL strategies, the role of technology, and the use of written corrective feedback.