2021 年 1 巻 1 号 p. Trans-p007
In self-directed language learning, it may be more effective for learners to design and carry out a learning plan that matches their individual needs. This study was conducted in a course at a Japanese university to examine the effects of instruction concerning English language learning design on learners’ planning and learning performance. The results showed that: (1) instruction in learning design helped learners create learning plans that matched their needs, and (2) learning plans matching learners’ preferences increased their motivation to learn, while plans matching learners’ preferences and learning environment improved the completion rate of the plans. The results suggest the importance of providing instruction in learning design, focusing on individual learners’ needs, especially their preferences.
