Self-directed language learning: a diary case study of an Iranian student learning Korean

Abstract

The increasing accessibility of social media platforms has led to a rise in independent language learning outside traditional academic constraints. Exploring the insights of those engaged in self-directed learning is expected to significantly enrich existing language learning theories and offer valuable guidance to educators advocating for self-directed language learning. Underpinned by the theory of learner autonomy, this study aims to explore the self-directed language learning process of an Iranian EFL student who learned Korean without formal education in an Iranian setting. Employing a retrospective approach, the study specifically aims to identify the key strategies employed by the research participant, a 21-year-old female EFL student, in her self-directed Korean language learning journey. This qualitative approach utilized introspective verbal diary reports as the primary data collection method. Thematic analysis of the data highlighted the main themes that contributed to the success of self-directed language learning, providing valuable insights into the learner’s experiences.