An investigation into the effects of self-directed learning on preparatory efl learners' language learning attitudes and strategies

Since education is essential in human life, different methods have been utilized according to the needs of the students and the characteristics of the period. In recent years self-directed learning method, regarded as a 21st century skill, has gained importance and been used in research studies. Self-directed learning is defined as "a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating their learning goals, identifying human and mental resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes" (Knowles, 1975). Self-directed learning is implemented in language learning as well as in other areas of education. Research studies are conducted to investigate its positive effects on language learning. Surveys administered to the participants in prior research studies reveal that the number of experimental studies carried out on self-directed language learning is low and further research is required. The study aims to enhance the participants' self-directed language learning (SDLL) attitude and strategic behavior with SDLL activities and encourage them to take a step further to be a self-directed learner. A quasi-experimental study was conducted with undergraduate students (A2 level) randomly assigned to either the Experimental or the Control Group from a state university. The Experimental Group underwent a sixteen-week study intervention, whereas the Control Group followed their regular academic schedule. Data collection tools were the Self-directed Language Learning Attitude Scale and Strategic Behavior Scale, learning logs an open-ended questionnaire and focus group interviews. Statistical analysis of the quantitative data was conducted using SPSS 22.0 following the sixteen-week treatment period. Statistical analysis included t-tests and covariance analysis. Content analysis was carried out for the qualitative analysis. The study's statistical findings revealed a significant difference in the attitudes toward self-directed language learning and strategic behavior between the Experimental Group and the Control Group. At the end of the academic term, the participants in both groups were implemented the Self-directed Language Learning Attitude Scale and the Self-directed Language Learning Strategic Behavior Scale as permanence tests that displayed a significant difference in the attitudes towards self-directed language learning and the strategic behavior between these two groups. The feedback obtained from the learning logs, open-ended questionnaires, and focus group interviews indicated the benefits the participants got from SDLL activities implemented in-class sessions and a more positive attitude developed towards SDL language learning and strategic behavior. Keywords: Self-directed language learning, learner perceptions, attitudes, KWL chart, autonomy