Supporting Self-Directed Learning: A Framework for Teachers

Abstract

The language learning process is a complicated one, and although classroom study forms the backbone of this process for many learners, motivated students will also engage in their own language study independent of the teacher. This paper examines four aspects of the learning process that self-directed learners are generally understood to be able to navigate: planning, implementing, monitoring, and evaluating; it then suggests ways in which teachers can foster these abilities in the language learning classroom. By teaching specific strategies for different learning tasks, encouraging reflection and self-analysis, and raising learners’ awareness of their own learning processes in addition to features of the language they are studying, teachers can help learners to assume more responsibility for their own learning, and thus to become more effective language learners