Self-directed learning to enhance speaking skills in efl adult learners

Abstract

Developing speaking skills is one of the main challenges for adult learners of English as a foreign language (EFL), as it requires constant practice, confidence, and autonomy to communicate effectively. In this context, Self-Directed Learning has become an educational strategy that promotes the active participation of students in the planning, development, and evaluation of their own learning, thereby helping to strengthen their speaking skills. The objective of this study was to explore the perceptions and experiences of adult students of English as a foreign language regarding the contribution of Self-Directed Learning to the development of speaking skills. The study employed a qualitative approach with a phenomenological design, using semi-structured interviews as the data collection technique. Five adult students from the Universidad Estatal Península de Santa Elena (UPSE) participated; their experiences helped identify the main benefits, strategies, and challenges related to Self-Directed Learning. The results showed that Self-Directed Learning strengthens speaking skills by encouraging more consistent language practice, increasing confidence in communicating in English, and promoting student autonomy and self-regulation. Furthermore, it was found that the use of mobile apps, digital platforms, videos, podcasts, and self-assessment activities contributes to the development of fluency, pronunciation, and vocabulary. However, challenges related to motivation, time management, discipline, and the need for feedback during the learning process were also identified. It is concluded that Self-Directed Learning is an effective strategy for strengthening the speaking skills of adult learners of English as a foreign language, as it promotes active participation, independent learning, and ongoing language practice.