What students say on Self-Directed Language Learning in the context of New Normal: their Difficulties, Coping Mechanisms, and Benefits

Abstract

Teachers and students throughout the globe faced a variety of issues as a result of the COVID-19 outbreak. This research aims to assess self-directed language learners' obstacles and coping mechanisms to contribute to the literature on instructors' and learners' reactions to the epidemic. Utilizing a case study technique based on the Zone of Proximal Development Theory(ZPDT), ten randomly chosen college, self-directed language learners from three purposely and conveniently chosen higher educational schools were interviewed. For triangulation, three instructors and two parents were also questioned. According to rising themes, self-directed language students have problems consulting with instructors, realistic challenges, poor Internet connections, and family responsibility and distractions. They acquired self-confidence, time management skills, self-discipline and formed contingency plans to overcome these obstacles. Furthermore, students achieved academic freedom and self-motivation by employing self-directed language learning in the new normal. This implies a satisfactory transition to a new regular study regimen.