Self-directed Language Learning Research Articles

Exploring Inventions in Self-Directed Language Learning with Generative AI: Implementations and Perspectives of YouTube Content Creators

Exploring Inventions in Self-Directed Language Learning with Generative AI: Implementations and Perspectives of YouTube Content Creators

Duolingo and Learner Autonomy: Investigating The Role of Personalization and Gamification in Promoting Self-directed Language Learning

The purpose of this research is to investigate and seeks to explore how these features promote learner autonomy, and how these features can be optimized to enhance the effectiveness of language learning platforms. The kind of the research is mix-methods and the type is using explanatory sequential design. The data quantitative is taken first after that data qualitative. How to collect data through 2 types : (1) questionnaire about the participants' use of personalization and gamification features in Duolingo, autonomy, and language learning outcomes (2) interview about the participants' perceptions of how personalization and gamification features have affected their autonomy and learning outcomes. The research subjects consisted of 32 respondents from grade 7 students at SMPN 2 Sukowono while for interviews, 3 students were selected to be interviewed based on the score of the questionnaire that received the highest score. Based on the results of the questionnaire, shows that students are at mediate level. So the impact of personalization in self-directed language learning namely the students agree that in the heart feature where if the user makes a mistake their life will run out to play Duolingo again so the user will rest and review the previous lesson before continuing to get another heart. Another impact of personalization was today's review feature on Duolingo. The students agreed that the feature was easier to find out mistakes and correct wrong answers when working on practice questions. Then the impact of gamification in self-directed language learning namely the students strongly agree that the leaderboard feature made them target score and ranking on Duolingo. The second impact was the students agree that were sure to do exercises in Duolingo without a dictionary and translation feature on Duolingo. Next, the students agreed that after using Duolingo, they can know the correct grammar as well. And the last impact was the students agree that they have difficulty in several levels of Duolingo.Students’ perceptions of the use of personalization and gamification on Duolingo in self-directed language learning some of the features that helped them while using Duolingo, such as the translation feature, included the use of gamification in self-directed language learning. They found the translation function helpful in helping them learn new vocabulary. Along with the translation feature, Duolingo players can also develop their speaking and listening skills. They can pronounce the appropriate words and understand what the narrator was saying throughout the talk. Users can view their ranking on the leaderboard within Duolingo. Further, users can set a daily score value. Several of the students in this interview had set goals for their Duolingo grades, while one had not.

Multiliteracies and self-directed language learning in an academic setting

Multiliteracies pedagogy, which focuses on the development of linguistic, visual and digital literacies, is closely tied to the concept of self-directed learning. This paper proposes that higher education institutions should provide students with opportunities to practise multiliteracies through self-directed learning projects. The University of Fribourg serves as a case study, with the analysis delving into the pedagogical framework and student acceptance. Evaluation data, including questionnaires and student reflections, are used to gauge the programme’s effectiveness. The study finds that providing students with resources, support and training on effective resource utilisation is essential for successful integration of self-directed language learning projects. Furthermore, the paper discusses strategies for implementing such programmes in university settings and offers recommendations for enhancement. It emphasises the importance of language policies that advocate for the benefits of self-directed learning and individual support while encouraging its integration into group classes. This approach can help address potential resource constraints and foster a more comprehensive, learner-centred educational experience.

An examination of digitalized self-directed language learning practices of tertiary level EFL learners in Türkiye

Research on self-directed learning practices has ascertained various potential benefits of learner achievement. As mobile technology offers highly practical and portable usage for self-directed learning, studies on language learning practices through technology-based applications have become prevalent among adult learners. This study aimed to examine learners’ digitalized self-directed language learning practices for enhancing their English language skills at the tertiary level. The study employed a mixed method design, and the data were collected from 182 EFL learners at a higher education institution in Türkiye. The data were analysed through descriptive statistics and content analyses. The results demonstrated that the majority of the participants use mobile phones besides computers and tablets. However, their level of frequency in using these digital devices in English signaled a low level. Furthermore, results in association with the self-directed practices of learners for improving language skills evinced distinct language learning practices supported by technology-mediated applications and platforms. It was also concluded that learners need a well-organised self-directed learning practice in digital platforms. The study addresses key attributes of practical implications adhering to digitalized self-directed language learning practices for more efficient outcomes in advancing language skills in EFL instruction.

Supporting learners self-management for self-directed language learning: a study within Duolingo

Purpose This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. Design/methodology/approach A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Research limitations/implications Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. Originality/value MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

Technology-enhanced task-based language teaching toward their self-directed language learning: ESP learners’ views

Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners’ views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students’ learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT.

21st Century Language Learners' Perceptions and Expectations of Self-Directed Language Learning Apps to Enhance their Listening Skills

It is now very impressive how technology has transformed the way 21st-century learners learn and acquire new language skills through listening lessons. It was from listening to the audio that teachers played using a CD player during language lessons, to using headphones and getting the chance to listen to audio or even videos available on various online language learning platforms or mobile applications. It was from the traditional method that used pen and paper to answer listening comprehension questions to only clicking their choice of answers on the mobile phone screen. In today's world, where students' lives cannot be separated from technology, students not only have the chance to get access to millions of authentic audio and videos online from all over the world but also have the freedom and flexibility to pause, stop or replay the video according to their needs which gives the learners the freedom to control and self-direct their own learning. Self-directed learning refers to a teaching approach where students take more responsibility for their own learning and take an active role in setting their own goals, seeking out resources and materials, and evaluating their own progress. Keywords: self-directed learning, mobile applications, teaching listening skills

Synthesis of Attitudes and Opinions of Enthusiasts on Self-Directed Language Learning with Online Language Resources

This study synthesized the attitudes and opinions of language enthusiasts engaged in self-directed language learning through online resources. Enthusiasts include those who have learned languages online or have a keen interest in the mode, whether formally or informally. The motivation for this study stems from the increasing trend of language learners turning to online platforms, driven by technological convenience and recent events like the COVID-19 pandemic. Notably, research primarily focuses on these resources in formal settings, leaving a gap in understanding their role in informal learning. The researchers employed a qualitative phenomenological approach, analyzing twenty opinionated articles from diverse online sources. A purposive sampling technique ensured a balanced representation of positive, negative, and neutral opinions. Data analysis involved extracting and thematising perspectives from authors, commentators, respondents and customer reviews, covering language learning applications like Duolingo, Rosetta Stone and Babbel. Enthusiasts predominantly view online platforms as effective when combined with traditional methods, emphasizing learner motivation as crucial to technology-enhanced language learning. The study calls for innovative approaches from resource designers and administrators to sustain user engagement. In summary, this study enhances the understanding of enthusiasts' attitudes and opinions regarding self-directed language learning through online resources, highlighting the interplay between technology, motivation and effective language acquisition.

Motivational and emotional states in self-directed language learning: a longitudinal study

The current longitudinal case study investigated emotional and motivational states in a self-directed and mobile-assisted language learning environment. The participant of the study was a highly motivated language learner who used the Busuu application for a period of one year to learn German. Tracing the participant’s emotional and motivational journey using solicited diaries and chat-based interviews, the study revealed that the process of self-directed language learning is associated with the experience of a variety of positive and negative emotions. Joy, hope, and interest were the prevailing positive emotions that were linked to learning vocabulary; and frustration, anger, and feeling annoyed were the negative emotions in relation to learning grammar and pronunciation. In general, the study found a strong connection between positive emotions and persistence in self-directed language learning. The findings also pointed to some possible causes of high dropouts in application based language learning, as lack of enough resources for learning some language skills (such as grammar) initiated and implicated extensive processes of negative emotions. The study contributes to the growing body of knowledge in mobile-assisted language learning, and calls for further research regarding the role of emotions in technology-based and self-directed learning environments.

Not all language tourists take language courses – the determinants of formal and informal language tourism

Language tourism is characterized by language learning being a primary or secondary motivation for the trip. Although language tourists typically take language courses in the destination, many also choose to develop their language skills autonomously through immersion. However, the mechanisms underlying this choice are ignored, particularly in a context where informal language tourists are still largely neglected in the literature. This study seeks to identify the main factors that predict language tourists’ decision to take language lessons in the destination, using a binary logistic regression model. A sample of 964 language tourists is used, which comprises both formal ( N = 409) and informal ( N = 555) language tourists. It is concluded that the decision to take language lessons in the destination is positively influenced by trip length, greater formality of pre-trip learning strategies, having a scholarship, traveling without relatives, being motivated to learn a language due to instrumental reasons, and purposeful choice of language travel destination for language-related reasons, among other variables. Informal language tourism is positively influenced by having acquaintances in the destination, traveling with relatives, investing more in self-directed language learning strategies, and having shorter stays, among other variables. This study sheds light on a group of travellers that has been neglected by both academia and the tourism industry.

DIY (Do-It-Yourself) English Language Learning and Practice at Universitas Negeri Makassar

This phenomenological study explores the experiences, motivations, and challenges of students at Universitas Negeri Makassar engaging in DIY (Do-It-Yourself) English language learning and practice. The research aims to gain insights into self-directed language learning and provide valuable information for educational practices and policies in the university context. A purposeful sample of 15-20 students, representing a diverse range of experiences, was selected to participate in the study. Data collection involved a combination of semi-structured interviews, focus group discussions, and reflective journals, allowing for a comprehensive understanding of the students' perspectives. Inductive thematic analysis was employed to identify key themes and patterns in the data, with the findings presented as a rich, descriptive narrative. Strategies for establishing trustworthiness included triangulation of data sources, member checking, and peer debriefing. This study contributes to our understanding of DIY language learning by highlighting the DIY English language learning strategies, benefits and challenges, and students’ ways of assessing DIY English language learning at Universitas Negeri Makassar, ultimately informing future educational practices and policies.

Self-directed language learning with Duolingo in an out-of-class context

The research study explored online language learners’ self-directed language learning (SDLL) experiences, benefits, motivations, and challenges when employing educational tools like Duolingo in an out of classroom context. To gain insights into SDLL, in-depth and semi-structured interviews with 10 Duolingo users were conducted. Study results indicated that learners manage various human and material learning resources in complementary ways to accomplish their language learning goals. Importantly, Duolingo learners self-monitor their learning process through feelings of knowing, content evaluation, and judgments of the adequacy of information and resources available. In addition, the study found that Duolingo learners highly rely on the features of learning technology to track, monitor, and reinforce their learning. Additionally, learners in this study were mostly driven by intrinsic needs and interests, such as culture, travel, and brain training, rather than obtaining certificates, scores, or grades. While most existing studies on self-directed language learning (SDLL) with technology have been conducted in a formal learning context, the results of this study provide some insights into SDLL independent of formal school contexts.

Discourse on a Language-Learning Trajectory: An Undergraduate’s Progress Beyond Becoming a User of English to Developing an English-Speaking Identity

An undergraduate student evaluates his four-year self-directed language learning journey at a university in Japan, and—together with the learning advisor he shared his learning journals with—puts forward a proposition about how the process of transformational learner development works. The paper begins with a year-by-year autoethnographic account of self-directed study, through analysis of journal entries. Next, the authors draw on Kato and Mynard’s (2015) Learning Trajectory in Transformational Advising to develop a revised model. This model hypothesizes that following a transformational experience, learners need to rebuild their worldview, which can be a draining process. This reconceptualization of what happens after a transformational learning experience is of use to educators and course designers, in order to ensure learners are given appropriate support, and to students in assisting them to understand their current situations.

Assessing self-directed English language learning strategies of YouTube content creators

The emerging interest in self-directed learning (SDL) in the context of language learning has focused less on specific learning strategies selected by language learners based on their discoveries. Anchored on Boyatzis' Theory of Selfdirected Learning (2001) and Classifications of Language Learning Strategies by O'Mally and Chamot (1990), and guided by Clarke's and Braun (2017) procedure of Thematic Analysis, the study aims to assess self-directed English language learning strategies of YouTube content creators. The observational method was used to assess 55 videos which met the predetermined criterion. The results have shown that the YouTube content creators utilized primarily cognitive strategies, followed by socio-affective strategies, then metacognitive strategies. Further investigation has drawn out the advantages and disadvantages of the learning strategies used. The research also determined how the learning strategies used by the content creators could be useful in English classrooms. Despite the successful experiences of the YouTube content creators in self-directed language learning, there are several factors to consider when determining how these can be effective for students learning English.

Agency in and Beyond the Classroom: Learners’ Selection of Resources for Self-Directed Language Learning

This paper reports an investigation into how two Japanese EFL learners enacted and enhanced agency through their selections of resources to support self-directed language learning. The research focused on a short course offered at the university where I work, which aimed to serve as scaffolding for learning beyond the classroom. In the course, learners were encouraged to take the initiative for their language study by identifying needs and goals, implementing learning plans, evaluating methods and materials, and reflecting on their learning. The project took the form of a practitioner research case study with two learners, Nanami and Takumi, as they engaged in self-directed learning over a period of 5 weeks. Drawing on multiple sources of information, including direct observation, learner reflections, and stimulated recall interviews, the two cases illuminate the unique and complex ways individual learners enact agency as they select and use resources for self-directed language learning. The data also forced me to question my own assumptions about the learning behaviours and perspectives of learners in my classes and to reconsider what constitutes professional expertise in the context of language learning beyond the classroom. 本論文では、2人の日本人EFL学習者が、自主的な言語学習を支援するためのリソースの選択を通じて、どのように学習者エージェン シーを実現・強化したかを調査した結果を報告する。筆者が勤務する大学で、教室外での学習のための足場かけとなることを目的とし た短期コースに焦点を当てた。このコースでは、学習者がニーズと目標を特定し、学習計画を実行し、方法と教材を評価し、自分の学 習を振り返ることによって、言語学習のイニシアチブをとるよう奨励された。このプロジェクトは、5週間に渡り、自主学習に取り組んだ 2人の学習者、ナナミとタクミに焦点を当てた実践的なケーススタディという形で行われた。この研究は、直接観察、学習者の振り返り、 回想法インタビューなど、複数の情報源を用いて行った。この2つのケースでは、個々の学習者が自主的な言語学習のためにリソース を選択・利用する際に、どのように学習者エージェンシーを発揮するのか、独特で複雑な方法を明らかにするものであった。また、この データは、クラスの学習者の学習行動や視点についての著者自身の仮定に疑問を投げかけ、教室を超えた言語学習という文脈で専 門的知識を構成するものを再考させるものであった。

Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review

Language learners in higher education increasingly use out-of-class self-directed learning facilitated by mobile technology. In order to make informed educational decisions, this study sets out to provide an overview of empirical research into learning strategies that self-directed learners use with the support of mobile technology in language learning. Twenty studies were selected and systematically analysed, revealing the cognitive, metacognitive, social and affective strategies that self-directed learners used in their language learning processes. Low-cognitive strategies appeared to be more commonly reported than high-cognitive strategies. The use of metacognitive strategies was more closely associated with the forethought phase and performance phase than with the self-reflection phase, yet only a few articles reported all three metacognitive phases. Three kinds of social strategies were examined, and only one affective strategy was reported. Finally, implications of these findings and directions for future research are provided for self-directed learners, practitioners and researchers to facilitate self-directed learning and future work.

Effects of Diagnostic Tests on Self-Directed Language Learning Development

This study aims at investigating the language strengths and weaknesses of Hong Kong self-directed learners, their learning needs and their self-directed learning experiences with the use of diagnostic language test and examining whether the test can help the learners to self-direct their own learning. The test results showed that less than half of the participants reached the satisfactory level of the diagnostic tests in the areas of listening, vocabulary, reading and grammar, and their weakest competence was vocabulary. The findings also revealed that the learners wanted to improve their communication skills, vocabulary, as well as speaking and listening skills, and that they had a need to learn a series of specific sub-skills regarding the four areas. The results yielded that the diagnostic test provided valuable information on the self-directed language learning, and suggested that teacher intervention, learning strategies and self-evaluation skills are required for the initial development of self-directed language learning.

University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction

Mobile technology offers great potential for university students’ language learning. Numerous studies have been conducted on utilizing mobile technology in language learning classroom. However, using it in self-initiated and self-directed learning outside class remains to be explored. The present study employed the integrative model of behavior prediction to investigate the relationships between attitude, subjective norm, self-efficacy and behavioral intention, as well as the association between intention, facilitating conditions, self-regulation skills and actual use of mobile technology in self-directed language learning. This study also examined whether self-regulation skills moderated intention and actual use. Survey data from 676 language learners in different disciplines from Chinese universities were collected and analyzed using structural equation modeling approach. The results showed that 37.1 percent of respondents indicated that they never used mobile technology for self-directed language learning. Of the other 425 respondents who did indicate that they used mobile technology for this purpose, the majority of them seemed to be extrinsically motivated. Learning activities regarding vocabulary acquisition and translation were far more reported than those in terms of listening, speaking, reading and writing. In addition, attitude and subjective norm significantly explained students’ intention to use mobile technology, but self-efficacy did not have a direct effect on students’ intention. Moreover, students’ self-regulation skills and intention significantly predicted students’ actual use of mobile technology. Through moderation analysis, the results indicated that the relationship between intention and actual behavior would be stronger with any increase in self-regulation skills. These findings are discussed and implications are formulated.

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators.

This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors.

Directed Motivational Currents (DMCs) in Self-directed Language Learning: An Interpretative Phenomenological Analysis

Directed Motivational Currents (DMCs) postulated as a novel motivational construct in second language acquisition (SLA) research to explain periods of intense and enduring behavior in pursuit of a highly valued goal or vision. Nonetheless, much of the discussion related to this new motivational phenomenon has remained theoretical, and only a limited number of empirical studies have investigated its various dimensions in language learning. The current qualitative study employed interpretative phenomenological analysis (IPA) to explore a period of intense motivation experienced by an Iranian language learner in self-directed and mobile assisted language learning. The findings provided further empirical evidence for the triggering stimulus and the core characteristics of DMCs in terms of goal/vision orientedness, a salient facilitative structure, and positive emotionality in explaining the essence and the universal meaning of the phenomenon experienced by the participant of the current study.