Article ID: 43009
In self-directed language learning, it could be considered 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 college, aimed at examining the impact of instruction of learning design and its effects on learners’ planning and learning performance. The results showed that (1) the instruction of learning design helped learners create learning plans matching their needs, and their vocabulary sizes increased between the pre- and post-tests accordingly, and (2) learning plans matching learners’ preferences and learning environment raised the completion percentage of the plans while plans matching learners’ preferences promoted learners’ self-evaluation of their performance and achievement. The results suggested significance of instruction of learning design focusing on individual learners’ needs, especially learners’ preferences
