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.

Keywords:

Digital practices, English learning self-directed learning,

PDF

___

Afshari, M., Ghavifekr, S., Siraj, S., & Jing, D. (2013). Students’ Attitudes towards computer-assisted Language Learning. Procedia - Social and Behavioral Sciences, 103, 852–859. https://doi.org/10.1016/j.sbspro.2013.10.407
Başar, T. & Şahin, L. (2022). Technology integration in teaching English as a foreign language: A content analysis study. Journal of Educational Technology & Online Learning, 5(1), 204-222. https://doi.org/10.31681/jetol.972577
Benson, P. (2011). Teaching and researching autonomy in language learning. Harlow, United Kingdom: Pearson.
Botero, G. G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? Computer Assisted Language Learning, 32:1-2, 71-97. https://doi.org/10.1080/09588221.2018.1485707
Braun, V., and V. Clarke. (2006). Using Thematic Analysis in Psychology. Qualitative Research in
Psychology 3(2). 77–101. https://doi.org/10.1191/1478088706qp063oa.
Ciekanski, M. (2007). Fostering learner autonomy: power and reciprocity in the relationship between language learner and language learning adviser, Cambridge Journal of Education, 37(1), 111-127, https:doi.org/10.1080/03057640601179442
Chik, A. (2018). Learner autonomy and digital practices. A. Chik et al. (Eds). Autonomy in Language Learning and Teaching. 73-92. https://doi.org/10.1057/978-1-137-52998-5_5
Conde Gafaro, B. 2019. Exploring Self-Regulated Language Learning with MOOCs. Journal of Interactive Media in Education, 14(1), pp. 1–5. https://doi.org/10.5334/jime.527
Curry, N., Mynard, J., Noguchi, J., & Watkis, S. (2017). Evaluating a self-directed language learning course in a Japanese University. International Journal of Self-Directed Learning 14(1), 17-36.
Çelik, S., Arkin, E., and Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. The Journal of Language and Linguistic Studies, 8 (2), 98-118. http://www.jlls.org/vol8no2/98-118.pdf
Çetin Köroğlu, Z. (2020). Effects of Digital Short Stories on the Development of Listening Skills: An Action Research. GIST Eucation and Learning Research Journal 20, 65-84.
Du, F. (2013). Student Perspectives of Self-Directed Language Learning: Implications for Teaching and Research, International Journal for the Scholarship of Teaching and Learning 7(2). https://doi.org/10.20429/ijsotl.2013.070224
Ellis, R. (2004). Down with boring e-learning! Interview with e-learning guru Dr. Michael W. Allen. ATD Learning Circuits Archives. Retrieved from http://www.astd.org/LC/2004/0704_allen.htm
Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology & Online Learning, 4(2), 349-367. http://doi.org/10.31681/jetol.907757.
Fitria, T. N. (2021). Investigating the emergence of digital platforms for listening learning proficiency. Al-Lisan: Jurnal Bahasa (e-Journal), 6(2), 209–224. https://doi.org/10.30603/al.v7i2.2217
Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics 14(3). 389-411.
González-Lloret, M. (2017). Technology for Task-based language teaching. In Carol A. Chapelle & Shannon Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 234-247). John Wiley & Sons, Inc.
Grover, K. S., Miller, M. T., Swearingen, B., & Wood, N. (2014). An Examination of the Self-Directed Learning Practices of ESL Adult Language Learners. Journal of Adult Education 43(2), 12-19.
Gündüz, N. (2005). Computer Assisted Language Learning. Journal of Language and Linguistic Studies, 1(2), 193–214. https://doi.org/10.17263/jlls.24391
Hafner, C. A., Chik, A. and Jones, R., eds. (2015) Digital literacies and language learning. Language Learning & Technology, 19 (3), 1-7. https://centaur.reading.ac.uk/51048/
Istifci, I. & Dogan Ucar, A. (2021). A Review of research on the use of social media in language teaching and learning. Journal of Educational Technology and Online Learning, 4(3), 475-488. https://doi.org/10.31681/jetol.922968
Karakas, F., & Manisaligil, A. (2012). Reorienting self-directed learning for the creative digital era. European Journal of Training and Development, 36(7), 712-731. http://dx.doi.org/10.1108/03090591211255557.
Khairunnisa, N. A., Rahman, M.A., & Handrianto. C. (2022). English Digital Literacy Practices Inside and Outside Class to Develop Students’ Speaking Skill. Pedagogy: Journal of English Language Teaching, 10(1). 13-24. https://doi.org/10.32332/joelt.v10i1.3790
Kukulska- Hulme, A., Lee, H., & Norris, L. (2017). Mobile Learning Revolution: Implications for Language Pedagogy. In Carol A. Chapelle & Shannon Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 217-233). John Wiley & Sons, Inc.
Kukulska-Hulme, A., & Shield, L. (2008). An Overview of Mobile Assisted Language Learning: From Content Delivery to Supported Collaboration and Interaction. ReCALL, 20, 271-289. https://doi.org/10.1017/S0958344008000335.
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2011.568417
Lai, Y., Saab, N., & Admiraal, W. (2022a). Learning Strategies in Self‑directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review. Education and Information Technologies 27, 7749-7780. https://doi.org/10.1007/s10639-022-10945-5
Lai, Y., Saab, N., & Admiraal, W. (2022b). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, 104413. https://doi.org/10.1016/j.compedu.2021.104413
Little, D. (2007) Language Learner Autonomy: Some Fundamental Considerations Revisited, International Journal of Innovation in Language Learning and Teaching, 1(1), 14-29, https://doi.org/10.2167/illt040.0
Nada, M.A. L. (2021). Vlogging towards improving students’ speaking skills. EPRA International Journal of Research and Development (IJRD) 6(7). 711-722. https://doi.org/10.36713/epra2016
Navarro, D. & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System 39. 290-301. https://doi.org/10.1016/j.system.2011.07.002
Nguyen, T.H., Hwang, W.Y., Pham, X.L., & Ma, Z.H. (2018). User-Oriented EFL Speaking through Application and Exercise: Instant Speech Translation and Shadowing in Authentic Context. Educational Technology & Society, 21(4), 129– 142.
Oxford, R. L. & Lin, C. Y. (2011). Autonomous learners in digital realms: Exploring strategies for effective digital language learning. Ed. B. Morrison in Independent Language Learning building on experience, seeking new perspectives. 157-171. Hong Kong university Press.
Plews, R. C. (2017). Self-direction in online learning: the student experience. International Journal of Self-Directed Learning 14(1), 37-57.
Saputro, T. H., Tafsidurun, I. C., & Farah, R. R. (2020). The Use of Vlog in Improving Students’ Oral Language Production: A Case Study. English Education: Jurnal Tadris Bahasa Inggris 13(1). 135-158. https://ejournal.radenintan.ac.id/index.php/ENGEDU
Sert, N. & Boynuegri, E. (2017). Digital technology use by the students and english teachers and self-directed language learning. World Journal on Educational Technology: Current Issues. 9(1), 24-34.
Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C.-K., McAndrew, P., Rienties, B., Weller, M., & Wong, L. H. (2016). Innovating pedagogy 2016: Open University innovation report 5. Institute of Educational Technology, The Open University.
Shapely, P. (2000). On-line education to develop complex reasoning skills in organic chemistry. Journal of Asynchronous Leaning Networks, 4(2), 43-52. https://doi.org/10.1.1.132.9324&rep=rep1&type=pdf
Smaldino, S., Lowther, D., & Russell, J. (2008). Instructional technology and media for learning. Upper Saddle River, NJ: Pearson Prentice Hall.
Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile devices for language learning? A meta-analysis. Educational Research Review 16. 68-84.
Şahin-Kızıl, A., & Savran, Z. (2016). Self-regulated learning in the digital age: An EFL perspective. Novitas-ROYAL (Research on Youth and Language), 10(2), 147-158.
van Lieshout, C., & Cardoso, W. (2022). Google Translate as a tool for self-directed language learning. Language Learning & Technology, 26(1), 1–19. http://hdl.handle.net/10125/73460
Thomas, N. & Rose, H. (2018). Do Language Learning Strategies Need to Be Self-Directed? Disentangling Strategies FromSelf-Regulated Learning. Teachers of English to Speakers of Other Languages, Inc. (TESOL). 248-257. https://www.jstor.org/stable/45214918
Uçar, A. & Sarıtepeci, M. (2022). How can student engagement be improved in Massive Open Online Courses?. Instructional Technology and Lifelong Learning 3(2), 176-206. https://doi.org/10.52911/itall.1194260
Viberg, O., Wasson, B., & Kukulska HUlme, A. (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology 36(6), 34-52. https://doi.org/10.14742/ajet.6494
Warschauer, M., Zheng, B., & Park, Y. (2013). New ways of connecting reading and writing. Tesol Quarterly, 47(4), 825-830. https://www.jstor.org/stable/43267933
Wenden, A.L. (1991) Learner strategies for learner autonomy. London: Prentice Hall. — (2001) Metacognitive knowledge in SLA: the neglected variable. In M.P. Breen (ed.), Learner contributions to language learning – new directions in research. London: Pearson Education. 44–64.
Yang, Y., Wen, Y. & Song, Y. (2023). A Systematic Review of Technology-Enhanced Self-Regulated Language Learning. Educational Technology & Society, 26(1), pp. 31-44. https://doi.org/10.30191/ETS.202301_26(1).0003.
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3): 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B.J. (2000). Attaining Self-Regulation. A Social Cognitive Perspective. In: Boekaerts, M, Pintrich, P and Zeidner, M (eds.), Handbook of Self-Regulation, 13–39. San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7