self-directedness in learning academic speaking: a comparative study

Self-directed learning (sdl) is a crucial concept in the study and practice of adult education, as adults aim at fulfilling their social roles and look themselves as self-directed persons (loeng, 2020). the study aimed at determining undergraduate students’ sdl in learning academic speaking and exploring whether field of study mattered in being self-directed in academic speaking. to this end, a comparison was made between the speaking self-directedness of basic sciences and engineering students (n = 209), studying at iran university of science and technology (iust). the instrument consisted of a questionnaire on self-directed learning in academic speaking developed based on williamson’s questionnaire (2007). the result of manova revealed that no difference was found between students of basic sciences and engineering in being self-directed in learning academic speaking. considering the categories of the speaking self- directedness survey, the results also indicated that students of engineering and basic sciences were different in using learning strategies. the findings can help eap instructors to have effective support for enhancing learners’ speaking self- directed learning.