Self-directed English Learning Research Articles

Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis

EFL students are increasingly engaging in self-directed English learning in extramural digital settings (Informal Digital Learning of English; IDLE). However, effective strategies for boosting IDLE engagement are largely unexplored. The Basic Psychological Needs (BPNs) theory, a fundamental element of the Self-Determination Theory, proposes that fulfilling three core needs—autonomy, competence, and relatedness—is crucial for human well-being and optimal functioning. Hence, this study aims to investigate the potential connection between in-class BPNs and receptive (consuming content) and productive (producing content) IDLE activities. Data from 472 Kazakhstani EFL students across seven universities were analyzed using structural equation modeling. Our findings showed that students with higher overall BPNs engaged more in IDLE activities, particularly those with higher competence in both receptive and productive IDLE, and those with higher autonomy in productive IDLE. Surprisingly, relatedness was not a significant factor in IDLE. Our study offers the first empirical evidence demonstrating a positive link between BPNs and IDLE engagement. Pedagogically, educators can develop strategies aligned with students’ BPNs to enhance their IDLE engagement.

Learners’ Perceptions of Self-directed Learning Using Self-reading and a Reading Journal in College General English Classes

his study aims to examine learners’ perceptions of self-directed learning for self-reading and reading journal writing in college general English classes. 105 first-year students from the Design College and Art College freely selected and read their texts according to their major and interests over the course of 12 weeks, and participated in the survey in the 15th week. The results showed that 76.93% of the students recognized that self-reading helped them learn English greatly or at least to some extent. The biggest difficulty in self-reading was that it was hard for students to interpret English by themselves. 77% answered that writing a reading journal was helpful in learning English, and students had the most difficulty writing English on their own. Such activities were found to be the most helpful in improving students' reading ability. 85% preferred self-directed learning consisting of self-reading and reading journal writing, and the main reason stated was that they were able to freely choose what they wanted to read, thus making the reading more interesting for them. Such a class might increase students' motivation and confidence by encouraging their active and interested participation in the class and further it can serve as the basis for students to continue independent and self-directed English learning after class. In the educational situation where learner-centered instruction is emphasized, this study suggests that self-directed learning for self-reading and reading journal writing can be combined properly with the conventional method using textbooks depending on learners’ proficiency levels in college general English classes.

College Students' Self-directed English Learning Ability in Non-face-to-face and Face-to-face Classes

The purpose of this study is to explore the difference in self-directed English learning ability between college students taking General English courses in non-face-to-face and face-to-face formats. Additionally, the study aims to examine whether there are variations in self-directed English learning ability based on individual variables among students in both types of classes. A survey was conducted to measure self-directed English learning ability, covering cognitive, affective, and behavioral aspects. Data from 284 freshmen were analyzed using IBM SPSS 27.0. The findings are as follows. First, a difference in self-directed English learning ability was observed between college students taking non-face-to-face and face-to-face General English courses. Notably, the difference in learning when it comes to motivation, continuity of learning activities, and learning about the factors involved in resource interest management was statistically significant. In all seven sub-factors, the average score of college students taking non-face-to-face classes was higher than that of their face-to-face counterparts. Second, the self-directed English learning ability of college students who took non-face-to-face classes differed based on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. In particular, the difference in average scores by gender showed a certain pattern. Third, the self-directed English learning ability of college students who took face-to-face classes varied depending on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. Depending on some individual variables, certain patterns were also shown. Based on these findings, similarities and differences in college students' self-directed English learning ability between non-face-to-face and face-to-face classes were identified. Also, educational suggestions to enhance learners' self-directed English learning ability in both settings were provided.

College Students' Self-directed English Learning Ability in Non-face-to-face and Face-to-face Classes

The purpose of this study is to explore the difference in self-directed English learning ability between college students taking General English courses in non-face-to-face and face-to-face formats. Additionally, the study aims to examine whether there are variations in self-directed English learning ability based on individual variables among students in both types of classes. A survey was conducted to measure self-directed English learning ability, covering cognitive, affective, and behavioral aspects. Data from 284 freshmen were analyzed using IBM SPSS 27.0. The findings are as follows. First, a difference in self-directed English learning ability was observed between college students taking non-face-to-face and face-to-face General English courses. Notably, the difference in learning when it comes to motivation, continuity of learning activities, and learning about the factors involved in resource interest management was statistically significant. In all seven sub-factors, the average score of college students taking non-face-to-face classes was higher than that of their face-to-face counterparts. Second, the self-directed English learning ability of college students who took non-face-to-face classes differed based on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. In particular, the difference in average scores by gender showed a certain pattern. Third, the self-directed English learning ability of college students who took face-to-face classes varied depending on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. Depending on some individual variables, certain patterns were also shown. Based on these findings, similarities and differences in college students' self-directed English learning ability between non-face-to-face and face-to-face classes were identified. Also, educational suggestions to enhance learners' self-directed English learning ability in both settings were provided.

University Students’ Perception of Digital Technology in Self-Directed English Learning: Types and Effectiveness

University Students’ Perception of Digital Technology in Self-Directed English Learning: Types and Effectiveness

Elementary Students’ Difficulties in English Learning: A Case Study of Elementary Schools in Pakistan

The study explored the elementary school student’s perception of improvement in the English language. The research was quantitative. The main objective is to investigate what techniques students use to improve their English. Moreover, find the difference of opinion between males and females regarding English improvement. Moreover, find the differences of opinion among public and private elementary school students. The study's population was elementary school students in Lahore, selected by a convenient sampling method. The study sample was 300 male and female elementary school students from Lahore. The researcher uses a self-developed questionnaire for students. For data collection, a questionnaire was used. The questionnaire was adapted to explore secondary school students' perception of improvement in the English language. The tool consisted of a six-point Likert scale. The questionnaire was divided into two parts; the 1st part consisted of demographic variables (gender, types of schools, and age). Data were analyzed through SPSS by applying descriptive frequency distribution, one-way ANOVA, and t-test. Based on data analysis, it was found that a significant percentage of students engage in various self-directed English learning activities, such as reviewing their work (29.3%), seeking opportunities to use English outside of class (22.8%), and practicing pronunciation through reading aloud (26.7%). Additionally, many students use strategies such as looking up words in dictionaries (24.4%) and paying attention to errors when writing or speaking (26.4%) to improve their language skills. Moreover, there was no significant difference between secondary students categorized on a gender basis and also not found a significant difference between students of private and public schools. However, significance was found between different groups of ages

A Study on the Perception of Self-directed English Learning by Korean University Students Using YouTube

Objectives This study explored the experiences and perceptions of learners who use YouTube outside the classroom for self-directed English learning for Korean EFL university students. Methods We conducted a total of 155 Korean college students with an online survey from the first semester of 2021 to the first semester of 2022, and the questionnaire consisted of open-ended and closed-ended questions based on grounded theory. Results The findings indicated that 92.2% of Korean college students were willing to use YouTube videos for learning English. Participants wanted to improve their listening and speaking skills rather than their reading and writing skills through YouTube, and 64.5% spent less than 10 minutes a day learning English. The reasons why participants are satisfied with English learning through YouTube were found to be in three categories: “space for personal learning,” “social media efficiency,” and “indirect experiences.” On the other hand, they had difficulty in continuing to learn and showed a tendency not to regard it as a systematic learning material. Conclusions YouTube can be beneficial for learners’ self-directed English learning in that it includes various and practical materials anytime, anywhere, and free. To maximize this, learners should recognize that natural exposure to a second language environment through YouTube has a significant effect on improving English skills. In addition, learners must set clear goals and initiatives for a certain period to continue self-directed English learning.

A Self-Directed Teaching Method to Improve English Skills

In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles.
 Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our nation and encourage self-directed English language study.
 This study developed a five-stage self-directed English hearing and speaking instructional model: orientation, pre-test, learning plan, counseling, and self-study.
 Most participants' self-directed English learning increased during the 4-week Central University College of Education field application. The program taught individuals to study independently and customize their learning. The study recommended reward and follow-up strategies for self-directed instructional-learning models and field application.
 Foreign languages need self-directed learning. Learner-centered education lacks self-directed learning. Teacher-centered education reduces self-directed learning, motivation, and learner expectations. English private schools are societal issues.
 This chapter highlights our nation's major English education concerns and study goals. is also needed to understand why English accounts for a considerable amount of private school costs.

비대면 교양영어 학습자의 자기주도학습능력과 학습성과 간 관계에서 학업적 자기효능감의 조절효과

Objectives This study aimed to examine the structural relationships among self-directed learning, self-directed English learning ability, learning satisfaction and academic achievement, and to analyze the differences in learning performance according to academic self-efficacy in online college English classes. Methods A web-based survey was conducted on 172 students who took English classes in the first and second semesters of 2021 at N University. The data were analyzed with SPSS 23.0 and AMOS 21.0. For the moderating effect of students' academic self-efficacy, a multi-group analysis of structural equations was used. Results The results were as follows: First, self-directed learning had a positive effect on the self-directed English learning ability. Second, the two factors, self-directed learning ability and self-directed English learning ability, had a positive effect on learning satisfaction, but only self-directed English learning ability had a significant effect on academic achievement. Third, a multi-group analysis for the moderating effect verified that students with high academic efficacy showed a significant effect on academic achievement. Conclusions It is meaningful that the effect of autonomous learning of college students on self-directed learning ability of English subjects was statistically verified. Based on the results of the study, it is suggested that the method to improve the self-directedness and academic self-efficacy of learners should be sought properly.

영미문학작품을 활용한 Graphic Organizer 수업 연구

Purpose: Given that the affective side of language learning contributes in a significant way to enriching learners’ language learning, this study aimed to integrate English literature into graphic organizers. The purpose of this study was to apply and investigate how incorporating graphic organizers affected the students. Methods: An examination of the Literature based English Teaching and Learning Using Graphic Organizers was mainly focused on the English story The Gift of the Magi. Different kinds of graphic organizers as major materials were applied. There were seven graphic organizers in a study on Literature based English Teaching and Learning Using Graphic Organizers. The first step was the formation of a Cluster diagram, the second was a Vocabulary graphic organizer, the third was a Star diagram,the fourth was a Problem-solving organizer, the fifth was a Sequence chart, the sixth was a Story map and the last step was creating a graphic organizer. Results: This study was based on students' self-evaluations, teacher's observations including such factors as students' attitudes, self-confidence in English and the development of English competency. Graphic organizers such as Literature based English Teaching and Learning are efficient and interesting materials for students' understanding of literary elements. Conclusion: It is useful to understand the theme of the story, various characters, the setting, and the plot of the story. English teaching and learning using graphic organizers can be highly effective in helping students to improve their English skills and to lead to self-directed English learning.

대학영어수업에서 교수-학생의 상호작용이 학업만족도에 미치는 영향

Objectives This study aimed to investigate the structural relationships among instructor-student interaction, self-directed English learning ability, task value influencing learning satisfaction and to analyze the mediating effects among them in online college English class. Methods To achieve this goal, the structural equation modeling was conducted and the mediating effect was verified by using bootstrapping method based on the web-survey questionnaire data of 203 members of online English class. Results The results were as follows: the structural relationship among the variables was established except learning satisfaction. Second, self-directed English learning ability and task value had a direct effect on learning satisfaction. Third, instructor-student interaction had an indirect effect on learning satisfaction through learners' self-directed learning ability and task value respectively. Conclusions The result suggests that instructor-student interaction, self-directed English learning ability, task value should be improved to increase L2 learners' learning satisfaction in the online English class environment.

Indonesian and Thai EFL Learners’ Extensive Listening through Podcasts: A Self-Directed English Learning

When language learners regulate self-improvement activities in their spare time, a broader space for exploration emerges. The purpose of this paper is to present a narrative study of two young adult EFL learners from Indonesia and Thailand who routinely schedule extensive listening through podcasts for their self-directed English learning. Data for this study were gathered through the use of learners' learning diaries and interviews. They were also subjected to thematic analysis. The researcher claims that this study will provide empirical insights into the lived experiences of independent English learners while also clarifying that learning outside of the classroom is no less meaningful or beneficial than learning in the classroom. Some of the factors that motivated learners to engage in this learning practice were the variety, multitasking, and flexibility of podcasts, as well as personal preferences for auditory learning, opportunities to learn other things besides English, and an unwavering future goal toward study and work advancement. Vocabulary enrichment, speech pace and accent recognition, fluency and pronunciation improvement, as well as a stronger knowledge of pragmatic skill and natural dialogues were highlighted as six major areas of their practice that had an influence.

A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived.<br/>The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning.<br/>Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

지역수준의 영어교육정책 분석: 제주특별자치도 교육청을 중심으로

The purposes of this study are twofold: to identify the characteristics of local-level English education policies and to analyze their relevance to national-level policies. To this end, English education plans implemented in Jeju Special Self-Governing Province were examined by looking at their objectives and specific plans, comparing them with 2015 revised National Curriculum and national-level policies, and by identifying the differences from English education policies in other provincial offices of education. The results of this study showed that the objectives and specific plans for English education in Jeju seem to be consistent with the aims of the National Curriculum such as enhancing communicative competence and understanding international cultures, and national policies for English education such as retraining in-service English teachers and reducing English divide. Furthermore, it was revealed that various English education programs which approve to be closely related to national-level English education policies have been implemented systematically and continuously in Jeju although their effectiveness still needs to be verified by an appropriate evaluation system. Finally, the English education programs implemented only in Jeju were found to be ‘Parents’ Club for English Learning’ for self-directed English learning and ‘Best English Teacher Program’ for improving teachers’ English ability, both of which are considered to contribute to enhancing English education at public school.

A study on university learners’ movie selection criteria in self-directed English learning using films

A study on university learners’ movie selection criteria in self-directed English learning using films

英語自律学習者の学習方法に対する「好み」の構造と傾向および学習行動への影響

英語自律学習者の学習方法に対する「好み」の構造と傾向および学習行動への影響

Examining Korean Students’ Self-Directed English Learning Practices in General English Classes at College

This case study examines Korean college students’ self-directed English learning practices performed outside of the classroom. In particular, the current study investigates what learning activities the students choose and carry out for their self-directed learning (SDL) and how they respond to the project as part of a general Englishc ourse. Based on Knowles’ (1975) conceptualization of the process that autonomous learners go through, the self-directed English learning project proceeded in five phases: reflecting on students’ own previous Englishle arning experience, researching information about how to study Englishand what Englishlearning materials to use, designing their own Englishlearning plans, executing the plans, and reflecting on their SDL practices. Students from two general English classes engaged in the SDL project for 13 weeks during the Fall semester of 2019, and a total of 51 students participated in this study. The main source of data was survey questionnaires administered during the project, which consisted of multiple-choice, 5-point Likert scale, and open-ended questions. As supplementary data, the students’ study logs and the instructor's teaching materials were also collected. Descriptive statistics were used to analyze and display responses to the multiple-choice questions and Likert-scale ratings. Qualitative analysis was used for students’ responses to the open-ended questions to identify common themes among students. Analysis of the data revealed that the students most often chose input-oriented activities focusing on listening and reading as opposed to speaking, which was the area of English they most wished to improve. Depending on the area of English, learning materials were chosen differently, and speaking/writing activities were mostly conducted individually. In general, smartphones were preferred, but for those who used English learning sources designed for educational purposes, traditional tools like print books were preferred. The students showed overall positive responses to the SDL project and reported that it allowed them to have a new experience with English learning, to discover various English learning methods, and to improve their English ability. However, some difficulties carrying out the project were mentioned by the students, including the time to make for the project and the overall effectiveness regarding their English learning activities. The findings of the study indicate that the SDL project can positively impact students’ English learning by preparing them to be more autonomous English learners. The findings also suggest that bothi ndividual instructors and institutions should provide students with further assistance and scaffolding to support their self-directed English learning. Instructors are recommended to take advisory roles and offer appropriate assistance and guidance for their students to have successful SDL experiences and develop their SDL capacity in sustainable ways. In addition, institutional level supports such as various Englishlea rning environments, one-on-one consultation services, and extracurricular programs are suggested as effective ways to facilitate students’ self-directed language learning.

An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

The Effectiveness of Self-Directed English Learning through SNS

This article suggests an efficient self-directed learning method that will help improve students' actual English ability by adopting Facebook, which is one of the most represented social networking services (SNS). The purpose of this article is to present a practical way in which to implement SNS-based, self-directed English learning by applying useful concepts from gamification and to ascertain the effectiveness of this method.

Factors affecting tertiary English learners’ persistence in the self-directed language learning journey

The aim of the study is to identify the factors that influence tertiary students' continuation and completion of a self-directed English learning scheme at a university in Hong Kong. The study collected and analyzed both quantitative and qualitative data based on 76 students' attendance records provided by language advisors, 27 completed online questionnaires, and seven interviews with purposively selected students. The findings revealed some factors that influenced students' engagement in independent language learning. They indicated that despite students' increasing wish to become proficient in English, their efforts to engage in language learning decreased over the course of the semester. Students' busy study schedules and the tough requirements of the scheme were identified as the major causes of demotivation among the participants. In contrast, continuous advisor and peer support and evidence of progress contributed to student persistence in the learning process. Another factor that distinguished motivated learners from less motivated learners was their level of autonomous behavior. Some recommendations are made to support teaching and learning in similar language support schemes in higher education to help sustain and promote students’ interest in self-directed language learning.