The Effect of Self-directed Learning on Iranian Intermediate EFL Learners’ Speaking Accuracy

Nadiya Majedi, Kian Pishkar


Self-directed learning (SDL) can be studied in relation to various language skills and their development. In this regard, the effect of SDL on language learners’ speaking accuracy could be studied. Meanwhile, as such an impact has been rarely focused on in the EFL literature; therefore, the present study can be significant from this respect. One of the areas which require investigation is the low achievement of speaking accuracy among Iranian EFL learners. SDL has its roots in andragogy. By distinguishing adults learning from children learning, based on the concept of andragogy, SDL has been described as a procedure in which learners take responsibility for their own learning, try to find and understand their own learning needs, and set goals. To fulfill the purpose of the study, sixty Iranian second language learners at the upper intermediate level were selected based on the results of PET as the proficiency English test. They also receive a pretest of speaking accuracy before experiencing the treatment. Following 8 weeks of instruction the participants took a post test of speaking accuracy as well as the self- directed Readiness scale questionnaire. The findings revealed that the participants in the experimental group outperformed the participants in the control group. These findings could be employed by EFL learners, teachers, material developers and curriculum develops in the ELT domain.


self-directed learning, speaking accuracy, learner autonomy

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