Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers

Year 2019, Volume: 10 Issue: 3, 229 - 245, 12.07.2019

Sayed Masood Haidari Tugba Yanpar Yelken Cenk Akay

https://doi.org/10.30935/cet.590003

Abstract

English as a Foreign Language (EFL)
education not only requires students to receive in-class instruction but also
necessitates them to engage in extra practices outside the classroom by using
technological or non-technological resources. Hence, this study aimed to
investigate the self-directed language learning behaviors of the EFL student
teachers and their use of technology in the process by employing a
mixed-methods study within an explanatory sequential research design. The
quantitative data were collected from 110 EFL student teachers by using two
distinct research instruments, whereas the qualitative data were collected
through an open-ended questionnaire form, responded by 47 of these students.
The results of the study indicated that technology utilization is a significant
predictor of self-directed language learning. However, the findings show that
the off-campus self-directed language learning abilities of the students, with
or without the use of technology, do not significantly differ according to gender,
age, and grade levels. The differences were only found in terms of unaided
off-campus learning abilities of the students and their technology utilization
frequency in language learning. The qualitative findings also show that
students engage in a variety of self-directed language learning activities
outside the classroom mostly by using technology.  

Keywords

Technology enhanced learning, Self directed learning, EFL student teachers, Language learning

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