Self-directed language learning among university EFL students in Mainland China and Hong Kong: A study of attitudes, strategies and motivation

The overarching aim of this research is to find out empirically about perceptions and experiences in self-directed language learning (SDLL) among university EFL students in two different social contexts: Mainland China and Hong Kong, and to provide empirical grounding for the potential attitudinal/behavioral differences in SDLL between successful and less successful language learners.; The research is composed of a quantitative survey and two qualitative case studies.; The survey study identified significant differences concerning the overall patterns of SDLL attitudes, strategies and motivation between mainland Chinese and Hong Kong students. With regard to SDLL attitudes, the mainland students appeared to hold a significantly stronger orientation towards learner independence in English learning, a significantly more robust sense of confidence and abilities in carrying out SDLL, and to be significantly less supportive of teacher direction in language learning. With regard to SDLL strategies, the mainland students reported a significantly greater use of metacognitive and cognitive learning strategies, whereas the Hong Kong students reported an overall significantly higher use of functional practice strategies. The two groups, however, reported generally the same low levels of social and affective strategies. With regard to SDLL motivation, the mainland students expressed a significantly higher level of self-efficacy in English learning than did the Hong Kong students. The mainland respondents also seemed to experience a greater impetus to learn in spite of a more limited access to English, whereas the Hong Kong group expressed a stronger extrinsic motivation in their English learning.; Overall, the analyses of the data for the two case studies revealed that different levels of success as EFL learners might be explained by a complex and dynamic interplay of internal cognition and affect, external incentives and social contexts. Most importantly, the successful students, motivated by their enduring interest and satisfying learning history in English, consciously chose to aim above and beyond what was required by the university; whereas the less successful students, frustrated and demotivated, were struggling to meet the university English course requirement.; The findings of the present research, on which a conceptual model of self-directed language learning (SDLL) is proposed, may contribute to a better understanding of the language learning psychology and behaviour of Chinese learners. This research may also contribute to clarifying the extent to which cultural or situational contexts may influence students' language learning processes and outcomes.