A Case Study on Korean University Students’ Perceptions of Self-directed Online English Learning

다국어 초록 (Multilingual Abstract)

This study investigates the effectiveness of self-directed online English learning in enhancing university students’ learning perceptions and self-regulated learning strategies. A total of 65 undergraduate students, ranging in age from 19 to 23, participated in a 10-week course using the SmartClass by Robotel program. The study adopted a quantitative-dominant research design, with data primarily collected through questionnaire-based surveys to examine learners’ experiences in a self-directed online learning environment. Although qualitative interviews were conducted as part of the broader research project, the present study focuses exclusively on quantitative analyses, with qualitative findings reserved for a separate in-depth investigation. The findings indicate that students’ interest and engagement in self-directed learning increased significantly, driven by the diverse content covering learners’ language skills. In addition, students’ ability to identify personal errors and learning gaps contributed to deeper cognitive processing and improved awareness of their learning progress. Participants also expressed a strong preference for independent progression guided by personalized learning plans. Furthermore, students reported that instructor feedback and peer interaction played an important supportive role in their learning experience. Overall, the results suggest that well-designed online learning platforms can enhance learners’ autonomy, motivation, and self-regulatory capacity. This study offers practical implications for the design of online language learning programs, highlighting the importance of structured scaffolding, personalized feedback, and interactive support mechanisms to optimize self-directed learning outcomes.