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Language Learner Autonomy in a Blended Self-Directed Learning Program Beyond the Classroom","","This study proposes and implements a blended self-directed learning program for English-as-a-Foreign-Language (EFL) college students beyond the classroom. Using a case study mixed-methods design, it examines learners’ engagement, the program’s effects, and learners’ perceptions of affective, resource, and capacity supports. Thirty-six students participated in a 12-week self-directed listening program with both online and in-person resources. Results show perceived flexibility as both a key strength and a weakness, with reactive autonomy relying on external regulation, and high engagement linked to greater growth in metacognitive listening awareness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flexibility-as-a-double-edged-sword-language-learner-autonomy-in-a-blended-self-directed-learning-program-beyond-the-classroom/594139/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flexibility-as-a-double-edged-sword-language-learner-autonomy-in-a-blended-self-directed-learning-program-beyond-the-classroom/594139.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What program did the study develop for EFL students?","Question",{"text":112,"@type":113},"The study developed a blended self-directed listening program beyond the classroom, integrating face-to-face and online supports with resources to sustain self-regulated learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers measure learning outcomes and perceptions?",{"text":117,"@type":113},"Data included TOEFL listening pre- and post-tests, MALQ scores, an English learning motivation questionnaire, learning diaries, participation records, an end-of-program questionnaire, and end-of-program interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about learners’ autonomy and flexibility?",{"text":121,"@type":113},"Participants perceived flexibility as both a pivotal strength and a notable weakness, and learners with reactive autonomy depended on external regulation to maintain motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594139,1792122055,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 6(3), 188–204 (2023) [https://doi.org/10.29140/ajal.v6n3.1194](https://doi.org/10.29140/ajal.v6n3.1194)  \nFlexibility as a Double-Edged Sword? Language Learner Autonomy in a Blended Self-Directed Learning Program Beyond the Classroom  \nYANG, FANG-YING  \nThe Language Teaching and Research Center, National Yang Ming Chiao Tung University, Taiwan  \n[fyang@nycu.edu.tw](fyang@nycu.edu.tw)  \nAbstract  \nThis study proposed and implemented a blended self-directed learning program for English-as-aForeign-Language (EFL) college students beyond the classroom. Adopting a case study-mixed methods design, the study aimed to investigate (1) learners’ engagement in the program,(2) the effects of the program, and (3) learners’ perceptions ofthe affective, resource, and capacity supports offered by the program. Thirty-six students voluntarily participated in a 12-week self-directed listening program, which offered both in-person and online learning resources along with mechanisms designed to support students’self-regulated learning outside of the classroom. Data collection included (1) TOEFL listening pre-and post-test scores,(2) Metacognitive Awareness Listening Questionnaire (MALQ) preand post-test scores,(3) an English learning motivation questionnaire,(4) learning diaries,(5) activity participation records,(6) an end-of-program questionnaire, and (7) end-of-program interviews. The findings showed that participants perceived learning flexibility within the program as both a pivotal strength and a notable weakness. The participants, who generally demonstrated reactive autonomy, actually depended on, and expected various forms of external regulation to sustain their learning motivation. Also, the highly engaged learners had more growth in metacognitive awareness of listening than did less engaged ones. By engaging in self-directed learning, learners actively exercised their agency to (re)construct their personal language learning ecologies, a process that was found to require teacher guidance.  \nKeywords: Self-directed learning, learner autonomy, motivation, metacognitive awareness.  \nCopyright: © 2023 Yang, Fang-Ying. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nIntroduction  \nSelf-directed learning is defined as the “process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources, choosing and implementing appropriate learning strategies, and evaluating learning outcomes”(Knowles, 1975, p. 18). Technology has played an important role in enabling and supporting self-directed language learning by providing virtual learning spaces and offering easy access to authentic materials and a variety of tools. With the aid of technology, self-directed learning has been integrated into formal language courses and found to foster learner autonomy (Kim, 2014; Lee, 2016; Snodin, 2013) . In recent years, students’ self-directed language learning processes using technology have been examined in out-of-class language learning contexts; beyond the formal curriculum, high attrition rates were often reported, and learner training or teacher support was called for (e.g., García Botero et al., 2019). Given the high attrition rates reported in the literature, few studies, however, have investigated how learners highly engaged in self-directed learning outside the classroom differ from their less engaged counterparts in terms of their language learning motivation and lang","cbCaii6n5OgWa2ay","https://ap.wps.com/l/cbCaii6n5OgWa2ay","pdf",571151,17,"English","# Abstract\n# Introduction\n# Theoretical Foundations and Literature Review","[{\"question\":\"What program did the study develop for EFL students?\",\"answer\":\"The study developed a blended self-directed listening program beyond the classroom, integrating face-to-face and online supports with resources to sustain self-regulated learning.\"},{\"question\":\"How did the researchers measure learning outcomes and perceptions?\",\"answer\":\"Data included TOEFL listening pre- and post-tests, MALQ scores, an English learning motivation questionnaire, learning diaries, participation records, an end-of-program questionnaire, and end-of-program interviews.\"},{\"question\":\"What did the study find about learners’ autonomy and flexibility?\",\"answer\":\"Participants perceived flexibility as both a pivotal strength and a notable weakness, and learners with reactive autonomy depended on external regulation to maintain motivation.\"}]","Flexibility as a Double-Edged Sword? Language Learner Autonomy in a Blended Self-Directed Learning Program Beyond the Classroom | PDF",1792078607,43]