Self-Language Learning Strategies of Taiwanese Adult Learners: Input to Online Instructional Guide

Abstract

This study looked into the self-directed learning strategies of Taiwanese adult learners and the challenges they face while learning English online. The study utilized online classroom observations of the participants. Semi-structured interview data from the participants and ESL teachers to Taiwanese learners through a qualitative research approach was used to identify the self-directed learning strategies of Taiwanese adult learners, specifically how learners diagnose their learning needs, formulate learning goals, identify resources, implement strategies, and evaluate their outcomes.

Results reveal that Taiwanese adult learners have their self-directed strategies such as listening to English podcasts, using AI tools like ChatGPT and Google Translate, watching TED Talks and YouTube videos, and practicing speaking through free conversation practice in their online English classes. Taiwanese adult learners' autonomy in selecting their learning tools has various effectiveness based on the strategy they utilized. The challenges they faced are the following: difficulty in understanding native speaker accents, pronunciation difficulty, speaking difficulty based on the topics, and vocabulary retention. These learners, especially at the beginner and intermediate levels, lack structured systems for vocabulary retention and understanding, and long-term English learning progress tracking.

While online resources provided broad access to language input, the findings indicate that these alone were insufficient without interactive, feedback-rich support. Taiwanese adult learners benefited most from contextual vocabulary learning, scaffolded speaking activities, and structured instructional methods that addressed their specific learning needs and bridged their confidence gaps. These learners' career goals, motivation, and cultural factors also played significant roles in their ability to maintain consistent stability throughout their learning journey.

      This study aids in designing an ESL instructional guide tailored to Taiwanese adult learners. The proposed instructional guide emphasizes a balance between autonomy and structured support, goal-setting tools, integrating real-world content, pronunciation drills, and task-based speaking activities. The online instructional guide aims to address common barriers, promote speaking engagement in class, and support Taiwan's broader bilingual education goals. This study affirms that effective self-directed language learning requires guided autonomy, contextual relevance, and culturally responsive instructional design.