Fostering Self-directed Language Learning: An Empowerment Journey in and beyond the Classroom

10th International KTUDELL Conference: Language, Literature, and Translation, Trabzon, Türkiye, 29 - 30 Mayıs 2025, ss.141-142, (Özet Bildiri)

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.

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 facilitator rather than an instructor 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.