• Yokubbaeva Umida Abduvakhob Kizi

  Author

The digitalization of education has made it necessary for university learners to be proactive in their language acquisition. This paper attempts to understand the connection between Self-Directed Learning (SDL) and success in academics for university students who do not major in English. This group has its particular challenges and lacks motivation. With the internationalization of universities, it has become imperative for graduates to be able to self-manage how people learn the English language, as this is vital to their success in both their studies and in the workplace. This paper employs a correlational research methodology and focuses on how the SDL subcomponents of self-management, motivation, and self-control work in tandem regarding second language (L2) achievement and resilience within the online world. Learner agency and self-regulation of learning are merged to describe how non-English majors draw on the Internet (e.g., MOOCs, social networks) to learn outside of the classroom. SDL's preliminary findings indicate a positive correlation between SDL and improvement in speaking accuracy, vocabulary proficiency, and general academic achievement. The internal, emotional self-control, self-efficacy, and external, self-directed control, instructional, and a student's readiness for autonomy are explored and described. The need to develop a self-directed SDL framework rest on the subcomponents of self-management, motivation, self-control. The global academic environment demands graduates who can be self-directed learners, and the findings support that a self-directed model needs to be incorporated.

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