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

Abstract

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.