Independent Language Learning: Building on Experience, Seeking New Perspectives

8. On the road to self-directed learning: A language coaching case study

114 Tanya McCarthy However, although S1’s language ability was higher than that of the other participants, her metacognitive knowledge was less developed. This suggests that level of language proficiency does not necessarily equate with metacognitive awareness. Student 2 S2 responded positively to the question in the areas of goal-setting and reflection, not only in her learning: I will take action for reflection, review and self-evaluation. I will check things that I could not do every thing at all time, and I will make a list that which thing is all right or not. but also in her life beyond the classroom: Goal-settingiseverytimeneedIthink,soif…ifIdidn’tdoprogramme I don’t think goal-setting is important, so I did programme and, I … my idea change. She felt that with the skills learned, she could go on to become a flight attendant—the reason why she had chosen to work on improving her speaking. This indicates that if learners match goals to their future needs, learning becomes more meaningful and goal-attainment is more likely. Student 3 S3 felt that her areas of greatest improvement were goal-setting and materials selection. However, although she saw the connection to her learning, I could do this area because I learned, uh, I learned setting goals and learning materials and so … I will want to study more before. she could not visualise using the knowledge gained in life after university. This, however, does not indicate a failure on her part, as she showed significant development in her ability to self-monitor her learning by the end of the second semester. In her final report, S3 wrote: It is important to me to decide setting goal because I can think that I will stick it out! … Setting goal is important for me to improve English ability. Her motivation remained high and she had achieved a new-found confidence in her self-efficacy. Achieving your GOAL 115 Conclusion This study suggests that goal-setting may be a key component in selfdirected learning, and may have a positive effect on learning strategies, motivation and self-efficacy. If learners can be taught how to make goals relevant to their specific immediate and future needs, execute an action plan, monitor their progress through reflection and receive feedback, it is likely that they will be able to have better control of the learning process. In addition, by understanding the function of goalsetting in self-directed learning, it is suggested that advisers, teachers and administrators would be in a more informed position to assist learners in becoming more efficient managers of their learning. Further avenues of academic research that would contribute to the field of self-access learning include a more thorough examination of the effectiveness of goal-setting on learners’ performance, and exploration of the relationship between goal-setting and motivation. Finally, a longitudinal study with multiple informants would provide a greater understanding of the long-term effects of applying goal-setting strategies on other areas of independent study and life beyond the language classroom. For those offering independent study modules to students, or for in-service advisers and teachers, GOAL offers an alternative and effective method of facilitating self-directed learning. Most important, for the three participants in this study, GOAL created the conditions in which they could be responsible learners and transcend the boundaries of the classroom. 116 Tanya McCarthy Appendix The flower diagram Influenced by Dam’s framework for autonomy ‘The Flower’ (1995, 46–7) Learning style Learning materials Timemanagement Reflection Learning strategies GOAL Achieving your GOAL 117 References Allwright, R. L. 1990. Autonomy in language learning pedagogy. CRILE Working Paper 6. Centre for Research in Education, University of Lancaster. Ames, C. 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3): 261–71. Anderman, E. M. and C. A Wolters. 2006. Goals, values, and affect: Influences on student motivation. In Handbook of educational psychology (2nd edn), ed. P. A. Alexander and P. H. Winne. 369–90. London: Routledge. Dam, L. 1995. Learner autonomy 3: From theory to classroom practice. Dublin: Authentik. Dörnyei, Z. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Duff, P. A. 2007. Case study research in applied linguistics. London: Routledge. Gardner, D. and L. Miller. 1999. Establishing self-access: From theory to practice. Cambridge: Cambridge University Press. Locke, E. A. and G. P. Latham. 1990. A theory of goal setting and task performance...