DIY English: Moving the locus of language learning beyond the classroom

NERA 2026: Courage and Agency in Education for the Present, Arhus, Denmark, 4 - 06 March 2026, pp.728-729, (Summary Text)

Tuba Türkel

Erzincan Binali Yıldırım University, Turkey

Presentation

Paper presentation

Abstract

With the rise of digital tools and online language learning resources, language learning is no longer

confined to the classroom. However, not all learners possess the ability to self-direct their learning

beyond the classroom due to a range of factors (Cheng & Lee, 2018; Ghorbani & Golparvar, 2020; Zhang

& Liu, 2023). Thus, empowering students to take control of their own learning has become increasingly

significant. Given that, this study aimed to explore how a mixed ability group of language learners

learned to self-direct their English learning throughout a semester under the guidance of their teacher.

Instead of traditional language instruction, the language teacher maintained a structured support system

to foster language learner autonomy. Over 12 weeks, students engaged in self-directed language

learning practices beyond the classroom, experiencing language learning through watching TV series,

listening to English songs, reading graded books, using various language learning apps, and following

YouTube channels. In the weekly classroom sessions, learners shared the details of their out-of-class

learning, reflected on their learning experience, interacted with their classmates by exchanging their

language learning resources and strategies, and taught the newly acquired phrases and idioms to their

classmates with the teacher’s supervision.

This study adopted a qualitative case study design bounded by an elective English course including

mixed-ability English non-major university students. Through 12-week-language learning logs and a

reflective survey, students reflected on their perceived weaknesses and strengths, documented their

progress, and noted the strategies and learning tools they found effective and useless. The findings

highlighted the role of the teacher as a guide and resource rather than an knowledge transmitter and

emphasized the importance of peer interaction in language learning. Moreover, learners’ native

language played a crucial role in their understanding of English, and they used Google Translate to

support their language learning. This study discusses the implications of fostering learner autonomy in

language classrooms, the impact of peer interactions, and the ways language teachers can guide

students toward self-directed learning beyond the classroom. Moreover, by empowering mixed-ability

learners to self-direct their language learning beyond the classroom, this study aligns with the Nordic

educational research that values equality, autonomy, and lifelong learning.

Cheng, A., & Lee, C. (2018). Factors affecting tertiary English learners’ persistence in the self-directed

language learning journey. System, 76, 170-182. https://doi.org/10.1016/j.system.2018.06.001

Ghorbani, M. R., & Golparvar, S. E. (2020). Modeling the relationship between socioeconomic status,

self-initiated, technology-enhanced language learning, and language outcome. Computer Assisted

Language Learning, 33(5-6), 607-627.

Zhang, Y., & Liu, G. L. (2023). Examining the impacts of learner backgrounds, proficiency level, and the

use of digital devices on informal digital learning of English: An explanatory mixed-method

study. Computer Assisted Language Learning, 1-28. https://doi.org/10.1080/09588221.2023.2267627