THE ROLE OF SELF-DIRECTED LEARNING (SDL) ACROSS VARIOUS EDUCATIONAL DISCIPLINES: IMPLICATIONS FOR ENGLISH LANGUAGE LEARNING

Self-directed learning (SDL) has gained recognition as a powerful educational approach that fosters learner autonomy, motivation, and academic success. Although extensively researched in STEM (Science, Technology, Engineering, and Mathematics) disciplines, its application within English language learning (ELL) contexts remains comparatively underexplored. This systematic review synthesizes findings from 27 empirical studies across diverse educational settings to examine how SDL strategies can be transferred to and optimized for ELL. The analysis shows that the core principles of self-directed learning, which include self-regulation, goal setting, self-paced learning, and the use of metacognitive strategies, consistently enhance academic achievement, skill development, and intrinsic motivation across disciplines. Technology emerges as a critical enabler of SDL, particularly through Web 2.0 tools and AI-driven platforms that support personalized practice and immediate feedback. However, implementation is constrained by factors such as limited teacher training, rigid curricula, and socio-cultural expectations that shape learner autonomy. Based on these interdisciplinary findings, the paper proposes a novel three-pillar framework for SDL in ELL, built on Scaffolded Autonomy, Connected Learning, and Strategic Tool Use. This framework provides a practical roadmap for educators to design ELL environments in which self-direction is deliberately developed, socially supported, and technologically mediated, mitigating risks such as learner isolation and inequity while leveraging SDL’s benefits to optimize language acquisition across diverse contexts.