Journal of Applied Languages and Linguistics

Research Article

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TITLE: Self-Directed-Learning and E-Learning as Triggers for Higher Student Motivation

in EFL Courses in Tertiary Education

Author: Anches Holzweber, University of Applied Sciences, Burgenland, Austria

University of Applied Sciences Burgenland
Department Business Studies
Fachhochschule Burgenland GmbH
Campus 1, 7000 Eisenstadt, Austria
Email: anches.holzweber@fh-burgenland.at

Published online: 31 December 2019, pp. 68-79

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​​Citation:

Holzweber, A. (2019) Self-Directed-Learning and E-Learning as Triggers for Higher Student Motivation in EFL Courses in Tertiary Education, Journal of Applied Languages and Linguistics, 3(3), pp. 68-79

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Abstract

Heterogeneity in EFL classes necessitates a certain flexibility in teaching and learning. To enhance learning success for the students with different skills, talents and needs, an approach that caters to this diversity is crucial. Self-Directed-Learning (SDL) seems to be an excellent choice of method for adult learners as it gives them the freedom to choose their individual learning goals and individual learning tools to reach these goals. SDL seems to be especially effective in combination with E-learning, as SDL further extends the students’ autonomy in regards to time, place and pace of studying. Using supportive data from a qualitative study carried out among 40 university students and observations of the author indicate that SDL is highly accepted by the students and has numerous advantages. This paper suggests that the combination of self-responsibility and independence results in higher student motivation. 

 

© Applied Language Studies House Publications 2018. All rights reserved.

Keywords: self-directed learning, e-learning, student autonomy, student motivation, tertiary education

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