The Effect of Self-Directed Learning on Critical Thinking of Iranian EFL Learners

Abstract

The crucial role of self-directed learning in L2 learning has been widely recognized. However, finding an effective
method to teach self-directed learning has always been a matter of debate among teachers and practitioners. This study aimed
at investigating the effect of self-directed learning on critical thinking of Iranian intermediate EFL learners. To this end, after the
administration of a proficiency test, 60 female undergraduate participants were selected and then randomly assigned to the two
homogeneous control and experimental groups. The validated researcher-made questionnaire was employed as the pre-test.
Then, a learning package including materials about self-directed learning was presented to the experimental group. Afterwards,
this questionnaire was used again as the post-test. Lastly, in order to determine the effect of self-directed learning on critical
thinking in the long run, a delayed post-test was administered. The computerized statistical analysis of the results revealed that
teaching self-directed learning led to the enhancement of the participants critical thinking. Implications of the findings are
discussed for Language teachers, learners, and curriculum developers.