Abstract
This study explored the structure of learners’ preference in their self-directed English learning and the influence on their learning performance. An online survey was conducted, and the results showed that learners’ preference consists of four factors, “diversive curiosity”, “specific curiosity”, “accomplishment” and “stimulation”. Additionally, the four factors plus “effectiveness” and “cost” were compared among four groups of learning approaches classified by cluster analysis: learning with audio and print language-focused learning materials; learning with print media; learning with visual media; and learning through interaction with others. In terms of results, “diversive curiosity”, “specific curiosity” and “effectiveness” did not show major differences while “accomplishment”, “stimulation” and “cost” varied depending on the clusters. Furthermore, it was suggested that diversive curiosity encourages learners to continue learning for a longer period while low cost affects frequency of learning and motivation to continue learning.
