Improving learner engagement through self-directed language learning (SDLL) in an English for academic purposes classroom

Abstract

Self-Directed Language Learning (SDLL) which aims at developing learner autonomy, improves learner engagement since learners are able to use higher-level critical thinking. Thus, the present study was conducted in an English for Academic Purposes (EAP) classroom in Sri Lanka, in order to investigate how to incorporate Self-Directed Learning in the EAP classroom to improve learner engagement. In this mixed-method study, pre-tests, post-tests and a questionnaire were used as the research instruments. Additionally, a tailor-made online SDLL tool was provided for the participants to practice SDLL. The collected quantitative data were analyzed using SPSS whereas the qualitative data were analyzed thematically. From the findings of the study, it was evident that implementing self-directed language learning positively affected the development of language competencies in the participants and thereby contributing to learner engagement. In addition, the findings also revealed that a majority of the participants preferred SDLL and they believed it was beneficial for their academic journey since they acquired new language skills. Conclusively, it can be stated that implementing SDLL in the EAP classroom is advantageous for the students to improve their knowledge, whilst enhancing learner autonomy.

Keywords

• English for Academic Purposes
• English Language Teaching
• Learner Engagement
• Online Learning
• Self-Directed Language Learning

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