Speaker
ABSTRACT
This presentation explores a multifaceted framework for evaluating a single-credited, self-directed language learning university course designed to foster learner autonomy. Following the definition of learner autonomy by Benson (2013) that “autonomous learners are able to direct the course of their own learning by making all the significant decisions” (p. 59), the course empowers students to take control over the learning through reflection, goal setting and collaborative discussions. Using Knowles’ (2023) andragogy in practice inventory (API), the course is assessed for its student-centred self-directed learning approach. The students are evaluated based on completing 900 minutes of self-study, reflective journals, and engaging in discussions. Data collection involved fifteen first- and second-year students from the faculties of foreign and global studies. Adopting a mixed-methods approach inspired by Pemberton and Mynard (2023), the study combines quantitative bilingual Likert-scale surveys conducted at the start, midpoint, and end of the course with qualitative reflections and post-course interviews. This research aims to provide insights into the development of learner autonomy, offering practical implications for the design and evaluation of self-directed learning initiatives.
KEYWORDS
Self-directed learning; Evaluation framework; Andragogy
| TITLE | Evaluating a Self-Directed Language Learning Course |
|---|---|
| RELEVANT SIG | College and University Educators (CUE) |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
