Understanding university English preparatory program students' perceptions of self-directed learning skills

The present mixed-method case study aims to explore the perceptions of self-directed learning skills (SDLS) among B1 (intermediate) level English preparatory program students and their teachers at a private university in Istanbul. The study investigates students' self-perceived self-directed learning skills and examines similarities and differences between teachers' and students' perceptions of B1 (intermediate) level English language preparatory program students' self-directed learning skills. To recruit participants, a convenience sampling method was used, and a variety of data collection methods were followed. A 5-point Likert-type Self-Directed Learning Skills Scale (SDLSS) questionnaire developed by Ayyıldız & Tarhan (2015) was administered to 60 B1 (Intermediate) level English preparatory program students. After the questionnaire data were analyzed using SPSS, semi-structured interviews were conducted with six students from the SDLSS participants to delve into the results and explore common themes and patterns. These students were selected based on their SDLSS score range (high, medium, and low), and two students from each group were invited for semi-structured interviews. Furthermore, to ensure the reliability of the findings, a focus group interview was conducted with three language instructors at the university. Key findings of the study indicate that students across high, medium, and low score ranges of SDLSS consider themselves competent in the Assessment of Learning Process (ALP) dimension but incompetent in the Ability to Use Learning Opportunities (ULO) dimension of SDLSS. However, language instructors in the English Language Preparatory Program (ELPP) perceive the program as too hectic for students and view students as incompetent in many dimensions of SDLSS.