Flexibility as a double-edged sword? Language learner autonomy in a blended self-directed learning program beyond the classroom

Abstract

This study proposed and implemented a blended self-directed learning program for English-as-a-Foreign-Language (EFL) college students beyond the classroom. Adopting a case study-mixed methods design, the study aimed to investigate (1) learners’ engagement in the program, (2) the effects of the program, and (3) learners’ perceptions of the affective, resource, and capacity supports offered by the program. Thirty-six students voluntarily participated in a 12-week self-directed listening program, which offered both in-person and online learning resources along with mechanisms designed to support students’ self-regulated learning outside of the classroom. Data collection included (1) TOEFL listening pre- and post-test scores, (2) Metacognitive Awareness Listening Questionnaire (MALQ) pre- and post-test scores, (3) an English learning motivation questionnaire, (4) learning diaries, (5) activity participation records, (6) an end-of-program questionnaire, and (7) end-of-program interviews. The findings showed that participants perceived learning flexibility within the program as both a pivotal strength and a notable weakness. The participants, who generally demonstrated reactive autonomy, actually depended on and expected various forms of external regulation to sustain their learning motivation. Also, the highly engaged learners had more growth in metacognitive awareness of listening than did less engaged ones. By engaging in self-directed learning, learners actively exercised their agency to (re)construct their personal language learning ecologies, a process that was found to require teacher guidance.