Self-directed language learning using mobile technology in higher education

Doctoral Thesis

This dissertation aims to explore how university students use mobile technology for their self-directed language learning and investigate factors influencing their self-directed learning with mobile technology. It contributed to theoretical and practical knowledge of self-directed language learning using mobile technology outside the classroom in higher education. The research aims of the dissertation were twofold. First, it was aimed at increasing our understanding of the learning experience of learners’ self-directed learning process while preparing for IELTS (International English Language Testing System). Second, it was aimed at suggesting implications for improving the effectiveness of self-directed learning, with implications for learners, educators, and IT practitioners. Four studies were performed focused on (1) an overview of the learning strategies that learners used in their self-directed learning assisted by mobile technology; (2) self-directed learners’ learning...Show moreThis dissertation aims to explore how university students use mobile technology for their self-directed language learning and investigate factors influencing their self-directed learning with mobile technology. It contributed to theoretical and practical knowledge of self-directed language learning using mobile technology outside the classroom in higher education. The research aims of the dissertation were twofold. First, it was aimed at increasing our understanding of the learning experience of learners’ self-directed learning process while preparing for IELTS (International English Language Testing System). Second, it was aimed at suggesting implications for improving the effectiveness of self-directed learning, with implications for learners, educators, and IT practitioners. Four studies were performed focused on (1) an overview of the learning strategies that learners used in their self-directed learning assisted by mobile technology; (2) self-directed learners’ learning process while preparing for the IELTS on their own; (3) language learners’ behavioral intention towards and actual use of mobile technology in self-directed learning; and (4) language learners’ engagement, satisfaction, and persistence in the context of informal, self-directed language learning using mobile technology. In sum, the conclusions of the four studies will inform self-directed learners, educators, and software developers on how to effectively enhance self-directed learning with mobile technology.
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Self-directed learning

Mobile technology

Mobile-assisted learning

Language learning

Higher education

Learning strategies

Systematic Scoping Review

Learning experience

Netnography study

Technology-enhanced learning