Abstract
The aim of the paper is to identify strengths, weaknesses, opportunities, and threats (SWOT) of self-directed learning (SDL) supported by mobile-assisted technologies integrated into English for Specific Purposes course at university. Teachers cannot prepare students for all challenges of the modern world; therefore, students need skills of self-education to keep updated. SDL skills are crucial for today's learners but, as they include such features as ownership for learning, self-managing, self-reflection and extension of learning, SDL skills should be explained and trained by teachers-facilitators. The goal of our study was to carry out a SWOT analysis of the technology-enhanced SDL process from teachers' and students' points of view. This kind of analysis will allow identifying common and different issues that participants of the study encounter in the process of SDL. Therefore, we carried out a qualitative study with questionnaires to perform a SWOT analysis and to identify problematic issues. Comparing the results, we found out that students and teachers identified mostly the same strengths and opportunities, whereas weaknesses and threats were different and required immediate meaningful solutions. Regarding educational technologies' impact, we observed that their integration also caused challenges for teachers to cope with. This study evidenced that technologies are a powerful tool to develop SDL skills and we developed some practical recommendations on how to avoid threats and eliminate weaknesses of SDL skills formation assisted by technologies. We also suggest some mobile-assisted technologies for the enhancement of SDL skills.
Highlights
The idea of self-directed learning is not new as it is associated with learner autonomy, but it has been recently differentiated and gained more attention over the last decade
The present study focuses on the analysis of strengths, weaknesses, opportunities, and threats of Self-directed learn ing (SDL) formation by means of mobile educational technologies integrated into the educational process
Students were informed of the nature of SDL and we explained the purpose of some strategies, technologies, and changes we introduced into the traditional English for Specific Purposes (ESP) course
Summary
The idea of self-directed learning is not new as it is associated with learner autonomy, but it has been recently differentiated and gained more attention over the last decade. Self-init iated and directed learning is completely different fro m the learning that is regulated and generated fro m the outside. In terms of educational freedom, such learning is turned into the opportunity and choice matter that is supported by students' intrinsic motivation and curiosity. Self-directed learn ing (SDL) is a strategy that empowers learners with a responsibility fo r their learning process. The strategy includes learning needs identification, setting learning goals, and selection of learning strategies, techniques, and e-learning outcomes evaluation. Providing the opportunity to learn according to students' academic needs, educators create the environment of creat ivity and mot ivation not typically for a 'one-size-fits-all' format of the education
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