Self-Directed Learning in Adult Second Language Acquisition

Abstract

The pervasive challenge in adult education is achieving effective second language acquisition through self-directed learning (SDL). As globalization intensifies, the demand for bilingual proficiency emerges, yet traditional educational structures often fall short in fostering necessary language skills among adults. This investigation aims to dissect the efficacy of SDL in adult second language learners, focusing on the specific factors that influence successful outcomes. Our methodology embraced a qualitative approach, concentrating on an exhaustive bibliographic review to uncover nuances in SDL practices and outcomes. This included the analysis of 49 scientific articles sourced from recognized academic databases, ensuring a robust foundation for our insights. Results from the study indicated that intrinsic motivation, access to technology, and effective use of strategic learning practices are paramount in enhancing language proficiency through SDL. However, barriers such as inadequate digital literacy and economic disparities significantly impact learning outcomes. In conclusion, while SDL presents a viable pathway for adult language acquisition, its success is heavily dependent on overcoming technological and motivational hurdles. Tailored educational strategies and support systems are essential to maximize the benefits of SDL.