EFL Learners’ Autonomous Listening Practice Outside of the Class

Abstract

This study utilizes the design of an informal, semi-structured self-directed English listening program beyond the classroom in a university in Taiwan. The purpose was to examine Mandarin-speaking EFL learners’ autonomous learning processes and their perceptions toward the program. Twenty-two participants voluntarily signed up for the ten-week program, in which TED videos were used as the listening materials. Except for the orientation during the first week, all learning activities took place outside of the classroom at each learner’s pace. Data included 446 listening logs, end-of-program questionnaires, and interviews. The findings reveal that during the autonomous learning process the participants adopted various strategies at the stages of setting goals, selecting materials, developing learning methods, and evaluating learning outcomes. The strategies and self-regulation skills were shaped by both personal and contextual factors. Active metacognitive processes were also observed. Although learners’ participation decreased over time, they valued the opportunity to exercise control over their learning by having greater flexibility than that of taking a course. This study extends our understanding of learner autonomy in a specific context, which could shed light on the future designs of the self-directed language program.