Self-directed learning in l2 acquisition: A review of theory, practice, and research

Abstract

Emphasis on second language (L2) learner as the most significant agent responsible for the process of L2 acquisition has had significant implications for the both fields of L2 leaning and teaching. As L2 learning is concerned, we now know that learners should be helped to take responsibility for their own L2 learning and thus they should move towards independence in the process of L2 acquisition. As L2 teaching is concerned, teachers are now more preoccupied with facilitating the process of L2 learning rather than ‘teaching’ in its traditional sense of the term. These implications have presented themselves in what is called self-directed L2 learning. The purpose of this paper is to present a review of self-directed learning, discussing the improvements that this line of innovation has brought to L2 learning and even L2 teaching. The review is presented with respect to both theoretical underpinnings and research of self-directed L2 learning. Further, the practical implications of self-directed learning for both L2 learning and teaching are discussed.