Research Article
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Year 2019, Volume: 10 Issue: 3, 229 - 245, 12.07.2019
https://doi.org/10.30935/cet.590003

Abstract

References

  • Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
  • Buitrago, A. G. (2017) Collaborative and self-directed learning strategies to promote fluent EFL speakers. English Language Teaching, 10, 139-157. doi:10.5539/elt.v10n5p139.
  • Bullock, S. M. (2013). Using digital technologies to support Self-Directed Learning of preservice teacher education. The Curriculum Journal, 24, 103-120. doi.org/10.1080/09585176. 2012.744695
  • Cetin, Y., Sozcu, O. F., & Kiniy, H. (2012). Incidental foreign language vocabulary acquisition from social network games. International Journal of Human Sciences, 9(2), 535-552.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis (12th ed.). Courier/Westford: Pearson Education Limited.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd Ed). New York: Sage.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed). New York: Pearson Education.
  • Cuhadar, C. & Yucel, M. (2010). Perceptions of Foreign language education pre-service teachers on educational use of information and communication technologies. Pamukkale University Journal of Education, 27, 199-210.
  • Du Toit-Brits, C. & Van Zyl, C. M. (2017). Self-directed learning characteristics: Making learning personal, empowering and successful. Africa Education Review, 14, 122-141. doi:10.1080/18146627.2016.1267576
  • Du, F. (2013). Students’ perspectives of self-directed language learning: Implications for teaching and research. International Journal for Scholarship of Teaching and Learning, 7(2). doi:10.20429/ijsotl.2013.070224
  • Eksi, G. & Aydin, H. (2013). What are the students doing out there? An investigation of out-of-class language learning activities. AIBU Journal of Social Sciences, 13(2), 191-210.
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
  • Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33. doi: 10.1177/074171369704800103
  • Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and application (10th ed.). USA: Pearson Education.
  • Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. Hoboken, NJ: Jossey-Bass/John Wiley & Sons.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27, 70-105. doi:10.1080/09588221.2012.700315
  • Grover, K. S., Miller, M. T., Swearingen, B., & Wood, N. (2014). An examination of the self-directed learning practices of ESL adult language learners. Journal of Adult Education, 43(2), 12-19.
  • Inozu, J., Sahinkarakas, S., & Yumru, H. (2010). The nature of language learning experiences beyond the classroom and its learning outcomes. US-China Foreign Language, 8(1), 14-19.
  • Jennett, P. A. (1992). Self-directed learning: A pragmatic view. The Journal of Continuing Education in the Health Professions, 12, 99-104.
  • Khiat, H. (2015). Measuring self-directed learning: A diagnostic tool for adult learners. Journal of University & Learning Practice, 12(2). Retrieved on 19 September 2018 from http://ro.uow.edu.au/jutlp/vol12/iss2/2
  • Knowles, M. S. (1975). Self-directed learning: a guide for learners and teachers. Englewood Cliffs, NJ: Cambridge Adult Education.
  • Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning & Technology, 17, 100-122.
  • Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside of the classroom. Computer & Education, 82, 74-83.
  • Lai, C., Li, X., & Wang, Q. (2017). Students’ perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: cases of Hong Kong and U.S. Education Technology Research & Development, 65, 1105-1133. doi: 10.1007/s11423-017-9523-4
  • Lau, K. (2017). To be or not to be: Understanding university academic English teachers’ perceptions of assessing self-directed learning. Innovations in Education and Teaching International, 55(2), 201-211. doi: 10.1080/14703297.2017.1292942
  • Leach, L. (2000). Self-directed learning: Theory and practice (Unpublished doctoral dissertation). University of Technology, Sydney.
  • Lee, D., Yeung, A. S., & Ip, T. (2017). University English language learners' readiness to use computer technology for self-directed learning. System, 67, 99-110. doi: 10.1016/j. system.2017.05.001.
  • McGarrell, H. M. (1996). Self-directed learning contracts to individualize language learning in the classroom. Foreign Language Annuals, 29(3), 495-508.
  • Orhon, Y. (2018). An investigation of out-of-class language activities of tertiary level EFL learners. Education Reform Journal, 3(1), 1-14.
  • Rashid, T. & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computer in Human Behavior, 63, 604-612. doi: 10.1016/j.chb.2016.05.084
  • Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1). doi: 10.1177/0033688214561621
  • Selwyn, N. (2006). ICT in adult education: Defining the territory. In D. A., Wagner & R. Sweet (Eds.), ICT and learning: Supporting out-of-school youth and adults (pp. 13-42). Paris: OECD. doi:10.1787/9789264012288-en
  • Suh, H. N., Wang, K. T., & Arterberry, B. J. (2015). Development and initial validation of the self-directed learning inventory with Korean college students. Journal of Psychoeducational Assessment, 33, 687-697. doi:10.1177/0734282914557728
  • Thornton, K. (2010). Supporting self-directed learning: A framework for teachers. Language Education in Asia, 1, 158-170. doi:10.5746/LEiA/10/V1/A14/Thornton
  • Vu, H. Y. & Shah, M. (2016) Vietnamese students’ self-direction in learning English listening skills. Asian Englishes, 18, 53-66. doi:10.1080/13488678.2015.1136104
  • Xodabande, I. (2018). Iranian EFL learners’ preferences of different digital technologies for language learning beyond the classroom. International Journal of Education & Literacy Studies, 6, 20-31. doi.org/10.7575/aiac.ijels.v.6n.3p.20
  • Yang, Y. F. (2016). Self-directed learning to develop autonomy in an online ESP community. Interactive Learning Environments, 24, 1629-1646. doi: 10.1080/10494820.2015. 1041402.

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

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

References

  • Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
  • Buitrago, A. G. (2017) Collaborative and self-directed learning strategies to promote fluent EFL speakers. English Language Teaching, 10, 139-157. doi:10.5539/elt.v10n5p139.
  • Bullock, S. M. (2013). Using digital technologies to support Self-Directed Learning of preservice teacher education. The Curriculum Journal, 24, 103-120. doi.org/10.1080/09585176. 2012.744695
  • Cetin, Y., Sozcu, O. F., & Kiniy, H. (2012). Incidental foreign language vocabulary acquisition from social network games. International Journal of Human Sciences, 9(2), 535-552.
  • Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis (12th ed.). Courier/Westford: Pearson Education Limited.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd Ed). New York: Sage.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed). New York: Pearson Education.
  • Cuhadar, C. & Yucel, M. (2010). Perceptions of Foreign language education pre-service teachers on educational use of information and communication technologies. Pamukkale University Journal of Education, 27, 199-210.
  • Du Toit-Brits, C. & Van Zyl, C. M. (2017). Self-directed learning characteristics: Making learning personal, empowering and successful. Africa Education Review, 14, 122-141. doi:10.1080/18146627.2016.1267576
  • Du, F. (2013). Students’ perspectives of self-directed language learning: Implications for teaching and research. International Journal for Scholarship of Teaching and Learning, 7(2). doi:10.20429/ijsotl.2013.070224
  • Eksi, G. & Aydin, H. (2013). What are the students doing out there? An investigation of out-of-class language learning activities. AIBU Journal of Social Sciences, 13(2), 191-210.
  • Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
  • Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48, 18-33. doi: 10.1177/074171369704800103
  • Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research: Competencies for analysis and application (10th ed.). USA: Pearson Education.
  • Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. Hoboken, NJ: Jossey-Bass/John Wiley & Sons.
  • Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27, 70-105. doi:10.1080/09588221.2012.700315
  • Grover, K. S., Miller, M. T., Swearingen, B., & Wood, N. (2014). An examination of the self-directed learning practices of ESL adult language learners. Journal of Adult Education, 43(2), 12-19.
  • Inozu, J., Sahinkarakas, S., & Yumru, H. (2010). The nature of language learning experiences beyond the classroom and its learning outcomes. US-China Foreign Language, 8(1), 14-19.
  • Jennett, P. A. (1992). Self-directed learning: A pragmatic view. The Journal of Continuing Education in the Health Professions, 12, 99-104.
  • Khiat, H. (2015). Measuring self-directed learning: A diagnostic tool for adult learners. Journal of University & Learning Practice, 12(2). Retrieved on 19 September 2018 from http://ro.uow.edu.au/jutlp/vol12/iss2/2
  • Knowles, M. S. (1975). Self-directed learning: a guide for learners and teachers. Englewood Cliffs, NJ: Cambridge Adult Education.
  • Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning & Technology, 17, 100-122.
  • Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside of the classroom. Computer & Education, 82, 74-83.
  • Lai, C., Li, X., & Wang, Q. (2017). Students’ perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: cases of Hong Kong and U.S. Education Technology Research & Development, 65, 1105-1133. doi: 10.1007/s11423-017-9523-4
  • Lau, K. (2017). To be or not to be: Understanding university academic English teachers’ perceptions of assessing self-directed learning. Innovations in Education and Teaching International, 55(2), 201-211. doi: 10.1080/14703297.2017.1292942
  • Leach, L. (2000). Self-directed learning: Theory and practice (Unpublished doctoral dissertation). University of Technology, Sydney.
  • Lee, D., Yeung, A. S., & Ip, T. (2017). University English language learners' readiness to use computer technology for self-directed learning. System, 67, 99-110. doi: 10.1016/j. system.2017.05.001.
  • McGarrell, H. M. (1996). Self-directed learning contracts to individualize language learning in the classroom. Foreign Language Annuals, 29(3), 495-508.
  • Orhon, Y. (2018). An investigation of out-of-class language activities of tertiary level EFL learners. Education Reform Journal, 3(1), 1-14.
  • Rashid, T. & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computer in Human Behavior, 63, 604-612. doi: 10.1016/j.chb.2016.05.084
  • Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1). doi: 10.1177/0033688214561621
  • Selwyn, N. (2006). ICT in adult education: Defining the territory. In D. A., Wagner & R. Sweet (Eds.), ICT and learning: Supporting out-of-school youth and adults (pp. 13-42). Paris: OECD. doi:10.1787/9789264012288-en
  • Suh, H. N., Wang, K. T., & Arterberry, B. J. (2015). Development and initial validation of the self-directed learning inventory with Korean college students. Journal of Psychoeducational Assessment, 33, 687-697. doi:10.1177/0734282914557728
  • Thornton, K. (2010). Supporting self-directed learning: A framework for teachers. Language Education in Asia, 1, 158-170. doi:10.5746/LEiA/10/V1/A14/Thornton
  • Vu, H. Y. & Shah, M. (2016) Vietnamese students’ self-direction in learning English listening skills. Asian Englishes, 18, 53-66. doi:10.1080/13488678.2015.1136104
  • Xodabande, I. (2018). Iranian EFL learners’ preferences of different digital technologies for language learning beyond the classroom. International Journal of Education & Literacy Studies, 6, 20-31. doi.org/10.7575/aiac.ijels.v.6n.3p.20
  • Yang, Y. F. (2016). Self-directed learning to develop autonomy in an online ESP community. Interactive Learning Environments, 24, 1629-1646. doi: 10.1080/10494820.2015. 1041402.
There are 37 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sayed Masood Haidari This is me 0000-0003-3221-6343

Tugba Yanpar Yelken This is me 0000-0002-0800-4802

Cenk Akay

Publication Date July 12, 2019
Published in Issue Year 2019 Volume: 10 Issue: 3

Cite

APA Haidari, S. M., Yanpar Yelken, T., & Akay, C. (2019). Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers. Contemporary Educational Technology, 10(3), 229-245. https://doi.org/10.30935/cet.590003
AMA Haidari SM, Yanpar Yelken T, Akay C. Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers. Contemporary Educational Technology. July 2019;10(3):229-245. doi:10.30935/cet.590003
Chicago Haidari, Sayed Masood, Tugba Yanpar Yelken, and Cenk Akay. “Technology-Enhanced Self-Directed Language Learning Behaviors of EFL Student Teachers”. Contemporary Educational Technology 10, no. 3 (July 2019): 229-45. https://doi.org/10.30935/cet.590003.
EndNote Haidari SM, Yanpar Yelken T, Akay C (July 1, 2019) Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers. Contemporary Educational Technology 10 3 229–245.
IEEE S. M. Haidari, T. Yanpar Yelken, and C. Akay, “Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers”, Contemporary Educational Technology, vol. 10, no. 3, pp. 229–245, 2019, doi: 10.30935/cet.590003.
ISNAD Haidari, Sayed Masood et al. “Technology-Enhanced Self-Directed Language Learning Behaviors of EFL Student Teachers”. Contemporary Educational Technology 10/3 (July 2019), 229-245. https://doi.org/10.30935/cet.590003.
JAMA Haidari SM, Yanpar Yelken T, Akay C. Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers. Contemporary Educational Technology. 2019;10:229–245.
MLA Haidari, Sayed Masood et al. “Technology-Enhanced Self-Directed Language Learning Behaviors of EFL Student Teachers”. Contemporary Educational Technology, vol. 10, no. 3, 2019, pp. 229-45, doi:10.30935/cet.590003.
Vancouver Haidari SM, Yanpar Yelken T, Akay C. Technology-enhanced Self-directed Language Learning Behaviors of EFL Student Teachers. Contemporary Educational Technology. 2019;10(3):229-45.