Research Information System
IATEFL: Learner Autonomy Special Interest Group (LASIG)-Self-directed Learning and Advising in Language Education, Ankara, Turkey, 24 April 2021, pp.24, (Summary Text)
This narrative inquiry study explores good language learners’ learning
journeys in an EFL context to determine the paths to success in language
learning. Two English-major undergraduates’ learning experiences in Turkey have
been elicited with a combination of learner autobiographies, learning diaries
and a series of semi-structured interviews spanned about six months. A thematic
analysis of the triangulated data highlights the important role of learner
autonomy and language learning motivation in mastering language proficiency.
Both learners in the study are highly autonomous language learners and
intrinsically motivated to learn English. They devote a great deal of time and
energy studying English beyond the classroom and are mostly independent of
teacher control. They use various digital tools to self-direct their learning
and accept YouTube as an online tutor for developing language skills. They know
their weaknesses, organize their learning in line with their needs, and
consistently monitor their progress. It is also evident that the learners’
characteristics and perceived language proficiency levels shape their language
learning routines. The study findings are insightful for language learners
visioning to reach a certain level of English proficiency, and language
teachers aiming to foster the success of their students in EFL contexts.