Self-directed learning among tertiary level EFL learners-a case study at a private university in Turkey

The aim of the study was to investigate the self-directed learning skills of university students studying at the English Language School at a private university in Ankara in Turkey. As for the participants, they were students at a private university at the School of English Language in Turkey. Their ages differed from 17 to 21. Their level changed from intermediate to upper-intermediate and they learned English for academic purposes. The Likert-type scale named the Self-Directed Learning Skills Scale (SDLSS) prepared and piloted by Ayyıldız and Tarhan (2015) was implemented with 154 participants. Then, the second research question, which was about the participants' experiences with respect to SDL both inside and outside the classroom was analyzed with the help of 12 participants through an unstructured interview prepared and piloted by Leach (2000) at the University of Technology in Sydney, as well. This interview consisted of three sections that were about SDL in formal and non-formal contexts and factors affecting SDL. As a result, participants got the highest scores from the sub-dimensions of motivation and self-confidence, ability to plan learning, ability to manage information, assessment of learning process, and evaluation of learning success/results. Participants got the lowest scores from the sub-dimensions of attitude towards learning and learning responsibility. In general, the participants' SDLSS sub-dimension scores and total scores were moderate. Self-Directed Learning Skills Scale sub-dimensions points of the participants did not show a statistically significant difference according to their gender and age. Participants highlighted a variety of characteristics that appeared to impact their desire and aptitude to be self-directed learners as they discussed their experiences. The background of the learning, domain expertise and the level of the teaching being completed, the socialization or conditioning effect of prior experiences, personal self-confidence, and inspiration, opportunities left to engage in learning, availability of resources, and their age were recognized as the eight variables.