Self-directed learning activities selected by English teaching undergraduates to improve language skills

Abstract

This study aimed to investigate the self-directed learning activities and strategies employed by 25 students enrolled in a Bachelor's degree program in English Language Teaching at an online university in Mexico. A survey was conducted to determine the activities students select for learning outside the classroom to improve their skills through the use of self-directed learning strategies, the number of hours devoted to these activities, and the skill(s) they perceive as most difficult to learn. The results revealed a lack of correlation between the out-of-class activities performed by students and the skills they find most challenging to learn; furthermore, students predominantly engaged in activities aligned with skills they considered easier to master. Another notable finding was that many out-of-class, self-directed learning strategies were receptive rather than productive, even though several students reported lower scores in speaking and writing on their language proficiency certification exam. These findings suggest that although students identify their linguistic weaknesses, they tend to select more comfortable activities, thereby constraining the development of productive skills such as speaking and writing.