Enhancing Goal Setting Skills through Technology: A Case Study in �Self-Directed Language Learning
by
Metin Esen
Ankara Yıldırım Beyazıt University, School of Foreign Languages
Ankara, Turkey
Thursday 15 October, 2020
Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings. Symposium. 15-16 October, 2020
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Foreword
Dear Audience,
I am an instructor of English, a teacher trainer, and a language learning advisor at Ankara Yıldırım Beyazıt University, School of Foreign languages, Ankara, Turkey.
I would love to present this poster to you in a printed format hung on a wall during a coffee break, with you standing in front of it with refreshments in your hands and with me answering your questions face to face. Although the Pandemic has altered the essence of some academic activities temporarily, I am still glad that technology enables people from different parts of the globe to get together in an instant to share and flourish.
This poster presents a case study combining elements from learning advisory, self-directed learning, and technology. Should you have any questions, concerns, or comments while going through the slides, please feel free to contact me at the address esen.metin@outlook.com
Metin Esen
Abstract
Setting a learning goal and keeping track of the developments along the way to achieve this goal are integral parts of the self-directed learning process, and advancements in technology provide learners with lots of tools and software to easily set goals, set objectives and tasks to monitor progress, visualise their imagined selves through boards and graphics, and achieve their goals. In this frame, this case study was designed to monitor the process for an English language learner to obtain a valid score in IELTS through individual and self-regulated study. The learner used the website self.improvee.io to improve his goal setting abilities for an enhanced self-directed learning. Qualitative data was collected from the observations of the advisor and the transcriptions of three advising sessions done throughout the process, and the data was inspected with the use of thematic analysis. The findings of the study show that the learner believes the website has improved his goal setting skills, and he has become more efficient in directing one component of his own self-directed learning process, goal setting, partially thanks to technology.
Why is Goal Setting Important?
Taylor (1995) lists the key characteristics of a self-directed learner as self-motivation, perseverance, autonomy, self-discipline, self-confidence, and goal-directedness.
Similarly, Loyens, Magda, and Rikers (2008) emphasise that self-directed learners need to set goals, analyse their undertakings, implement their action plans, and assess their progress to enhance their learning.
Also, the goal setting process fosters metacognition, which in return creates learners self-regulating their studies (Vrugt & Ooort, 2008).
Background
What is the Role of Technology?
The findings of a study by Geng, Law, and Niu (2019) point to the indication that learners who could be identified as self-directed and who are active in technology use have higher motivation to make use of online learning strategies and accomplish their learning goals.
What is “Self-Directed Learning”?
“In its broadest meaning, self-directed learning (SDL) describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975, p. 18).
Literature Review
Contrary to what the emphatic expression “Self” resonates, SDL does not necessarily mean for a learner to study in an isolated manner; or, this specific learning type is not a governing process as the word “Direct” may suggest. As can be understood from Knowles’s definition, SDL is rather active involvement in one’s own learning process with an awareness of mobilization, investigation, determination, calculation, appropriation, and evaluation. To what degree a learner can take responsibility of all these components is highly dependent on how autonomous the learner is, and Carr (1999) emphasises that autonomy is an indispensible element of SDL.
According to Brookfield (1985, pp. 30-31), in order for one to achieve SDL, it is a must to be able to critically reflect “on the contingent aspects of reality”, explore “alternative perspectives and meaning systems”, and transform “personal and social circumstances”.
Self-Directed Learning and Language Education
Although the teacher in the language classroom is not a sole decision-maker but assumes many roles such as facilitator, role model, planner, mentor, and learning recourses creator or provider, some cultural aspects might create learners too dependent on the teacher. However, SDL can free learners from this dependency and help them take the lead in their learning through autonomy development, strategy training, and reflective learning.
Literature Review
Under the roof of SDL, Lai, Shum, and Tian (2016) divide technology use in language learning in three main concepts:
This study is mainly concentrated on the third conception, self-monitored experiences.
Methods
Participants
The only participant of the study with the pseudonym “Matt Murdock”, his favourite TV series character, is a Turkish male aged 26. He is a university graduate, and a lawyer-to-be in his internship process. After the completion of his preparations as an intern, he would like to work for big, multi-national companies as a lawyer. That is why he believes English is one of the areas he must be competent at.
To prove his proficiency level in job applications and interviews, he wants to score a total of 7 in IELTS (International English Language Testing System) Academic. Although he has taken two short-term courses on the exam after graduation, he has been organising his own studies throughout 2020, and he wishes to obtain the target score by the end of the year.
With my observations, I can say Matt is a learner with an impressive level of metacognition, and he can be a fully autonomous learner if he can clarify his mind. Apparently, one of the areas he failed to clarify was goal setting, as identified in the first advising session, and this area was the focus of the entire study along with the inclusion technology.
Methods
The Website: Self Improvee
“Self Improvee is a science-based and experience-based dream and goal setting tool using our modified Plan-Do-Learn flow (PDL). The intent of PDL flow is to create an island of constancy in a sea of change.”
Methods
The Website: Self Improvee
The goal planner is a monthly goal setting calender that allows the user to define smaller steps to be completed to achieve the dream. Th user can follow the percentages of completion visually.
The users can keep a journal during the process and add a variety of default cases to reflect on the situations.
The website allows the user to create a dream: the ultimate result desired at the end.
Advising
Advising was used to help Matt throughout the process, and we have conducted three advising sessions within a period of two months. According to Kato and Mynard (2016), advising in language learning is the procedure of helping a student become an effective learner with awareness and reflection. In this frame, a dialogue that takes place between and advisor and the learner is what enables the process.
Methods
Intentional Reflective Dialogue (IRD)
In order for this dialogue to create awareness, lead to deeper reflection, and foster autonomy, it needs to be structured and purposeful. Kato (2012) labels this process as “intentional reflective dialogue (IRD)” end emphasises that both advisors and learners can achieve transformative learning through IRD.
The three pre-scheduled advising sessions with Matt took place in Turkish, both the advisor’s and the advisee’s mother tongue, but the IRDs were translated into and transcribed in English. These IRD’s were the main qualitative data sources of the study. Matt stated his willingness in a written form to participate in the study and let the data obtained be used by reserach purposes on condition that he can withdraw from the study in any time and no information related to his real-life personality is revealed.
Thematic Analysis
In order to inspect the data, thematic analysis method was used. According to Boyatzis (1998), it is a qualitative analysis type allowing the researcher to classify or demonstrate common themes (or patterns) in the light of the data. Marks and Yardley (2004) point out that thematic analysis enables the researcher to gain wider insight into the possibilities caused by an incident. Namey et al. (2008) states:
Methods
“Thematic moves beyond counting explicit words or phrases and focuses on identifying and describing both implicit and explicit ideas. Codes developed for ideas or themes are then applied or linked to raw data as summary markers for later analysis, which may include comparing the relative frequencies of themes or topics within a data set, looking for code cooccurrence, or graphically displaying code relationships” (p.138).
To this purpose, the transcribed dialogues and the advisor comments were scanned for similar codes that corresponded to themes, and the texts were analysed again under the light of these themes.
Advising Session 1: Revelations
Findings and Discussion
Advisor : ... You said you wanted to talk about your IELTS studies. How are they going? What is your progress right now?
Matt : Yes, I want to talk about my IELTS studies. I thought everything was going without any problems, but it has been a long time, and I haven’t been able to reach my target yet.
Advisor : And what is your target?
Matt : To score a 7 in IELTS Academic.
Advisor : Great, so you know where you need to be. I don’t see any problems here?
Matt : Yes, it is clear in my mind, but when it come to my studies, I feel lost.
Advisor : Especially when do you feel lost? Is there a specific moment, activity, or, let’s say, reason?
Matt : I don’t know, I couldn’t be sure.
Advisor : (silent for 10)
Matt : Maybe when I sit down, study for a long time, and in the next practice, for example listening test, I see I was able to make little or no progress.
Advisor : So, you mean you have clear idea of what you want, you are motivated an willing to do it, and you actually do something about it; you study, maybe a lot. And when it comes to see your progress with a mock test, you observe that you haven’t been able to make way much. Is that correct? Did I misunderstand anything?
Matt : Yes, that’s correct. ...
Analysis: I just tried to use the “summarising” technique (Kato & Mynard, 2016) to help Matt bring different pieces together and see the situation from a holistic perspective. This small extract from the first session shows that the learner is aware that there is an issue blocking learning but he has yet to discover it.
Advising Session 1: Revelations
Findings and Discussion
Advisor : ... Now I will give you one or too minutes to think. I want you to compare this situation to something from your daily life. What is it similar to? An object, maybe, or a memory? It can be someone or some people you know. So, think please, and let me know when you come up with one.
Matt : Okay, I will try (goes silent for 43 seconds). I think I have found something.
Advisor : You have? What is it?
Matt : It is actually like driving. I know how to drive and you know where I am going. But I don’t know all the streets or roads, and I can get lost easily. That’s why I said I feel lost while studying for IELTS.
Advisor : Interesting. Do you think you are a good driver in this scenario?
Matt : Sometimes yes, sometimes no, but I want to be.
Advisor : One question; what do people today use to find their destinations while driving (points to the smartphone)?
Matt : (Laughs) Navigation, of course!
Advisor : So, if we suppose that your car journey is your IELTS studies, and your destination is scoring 7, then what are the roads and streets? What is the navigation system?
Matt : Hmm, let me think. (Silent for 17 seconds) I think the roads and streets are different skills and knowledge I need for IELTS, and the navigation system, I am not sure, but maybe it is my planning.
Advisor : Hmm, so your navigation system shows the whole destination, but you cannot follow yourself with an arrow along the line, am I right?
Matt : (Confirms with a silent and exaggerated nod) ...
Analysis: According to Kato and Mynard (2016), a metaphor can enable the advisee to picture and verbalise their mind in a unique way. With the help of this metaphor, Matt comes to a realization that he is lost not because he doesn’t know where he is but because he doesn’t follow it. The reframed sentence causes this enlightenment.
Advising Session 1: Revelations
Findings and Discussion
Advisor : ... Then, how can you follow where you are on the navigation system? What will you do about it?
Matt : Hmm, I guess I might check the streets and roads one by one, maybe I should reach one street first, control it, and then continue.
Advisor : Do you mean you should set smaller goals to score 7?
Matt : Yes, exactly! But I don’t know I can do that.
Advisor : Do you think you can benefit from technology just like the navigation example?
Matt : Sure, that’s possible. I can you use some phone applications.
Advisor : Do you know any specific applications for that?
Matt : No, unfortunately not. But I will look for it? Do you know any, teacher? Can you recommend any applications?
Advisor : I don’t know either, I am sorry. But I promise I will do a research. When will you tell me you found one, or ask me if I found any? When do you think you can start using this application?
Matt : Hmm, today is Thursday, so I will ask you on Sunday, and I will start using it next Monday? Is i okay?
Advisor : I don’t know, what do YOU think? Is it okay?
Matt : (Smiles) I think it’s good. ...
Analysis: After it was decided that goal setting was a solution, I tried to build accountability (Kato & Mynard, 2016) by getting a solid plan from Matt. The responsibility of finding the application should have been totally on him, but I didn’t want to let him risk wasting his time with an unpractical application. Within the mentioned time frame, I found Self Improvee and suggested giving it a try because of its simplicity and free features.
Theme | Codes |
Goal setting | reach |
target | |
progress | |
destination | |
navigation | |
planning |
Advising Session 2: Reflections
Findings and Discussion
Matt : ... Since I have started using the website, I can say everything is clearer.
Advisor : Clearer? In what sense? Can you give an example?
Matt : Sure. Now I feel that my target is not scoring 7. My new target is completing the goals I set for this week. At the end of the first week, when I saw that 100% complaetion rate, I felt closer to my target, and I was sure that I made some profress.
Advisor : Do you think it is because of the website?
Matt : Hmm, I don’t think so. I think I could have done the same using a notebook, or sticky notes. What actually changed my mind is dividing my target into smaller goals and completing them one by one. But the website is useful, too. As I said, the completion percentace helps me visualise my progress and it motivates me to do more. I feel uncomfortable when it is not 100% complete. Also I added some stories, and (laughs and covers his face) adding a Fuckup was so funny. Sorry (laughs some more). It helped me to see my failures differently.
Advisor : How so?
Matt : For example, in one story, when I scored bad in a listening practice test, I didn’t write “I feel unhappy about it, and I feel like a failure”. I wrote “This is a fuckup, but I did it, so what can I do? Maybe I was bad that day; I was not in my best mood. So, I accept it, and I will be more careful next time.” ...
Theme | Codes |
Transformation | clearer |
new target | |
closer | |
changed my mind | |
see differently | |
visualise my progress |
Analysis: The second session was rather like a reflection meeting as Matt did not mention feeling lost, or a new learning challenge. As can be seen in this short extract, he could engage in meaningful reflection-in-action (Kato & Mynard, 2016) througout the session, and what he said pointed to a transformation in his situation in the positive direction. He sounded more decisive, settled, and motivated.
Advising Session 3: Resolutions
Findings and Discussion
Advisor : ... Do you remember what we talked about in our first sessions? How long ago was it?
Matt : Err, I think it was nearly two months ago.
Advisor : Wow, such a long time. So, do you still feel lost? Do you think you can use the navigation system better now?
Matt : (Smiles) Definitely! I still continue studying; I don’t feel ready to take the exam yet, but at least I can keep studying with a clear mind.
Advisor : In your opinion, what is the biggest reason for this change?
Matt : Before I started to set smaller goals, the topics I need to study for felt like they would never end and this caused panic in me. After I started setting these goals, yes, I still had to study for a lot of topics, but I realised that there is a limit that I need to reach.
Advisor : That’s good news, but what about the exam score? It’s still there, and will you be upset if you can’t achieve it by the end of this year?
Matt : Yes, I think I will be a little bit upset, but I will also know that I need to work on those goal and expand those limits until I retake the exam.
Advisor : That’s great, but let's not focus on the negative and let’s turn our camera lens towards the positive. Now, I want you to sit comfortably and close your eyes. Okay?
Matt : Okay. (Closes his eyes).
Advisor : I want you to visualise the moment you saw your exam score the first time on the screen, and it is a big 7. How do you react?
Matt : (Laughs) I will cry out loud “Yes, I did it!” with a very big smile on my face.
Advisor : And how do you feel at that moment?
Matt : Err, I feel proud, happy, and successful because it was not an arbitrary score but my target.
Advisor : Who is the first person that you want to share the good news with? Do you call this person? Do you text?
Matt : I definitely call my mother because she always supported and encouraged me throughout the process. ...
Advising Session 3: Resolutions
Findings and Discussion
Analysis: In the last session, Matt engaged in reflection-on-action this time, the practice of thinking back “on what we have done in order to discover how our knowing-in-action may have contributed to an unexpected outcome” (Schon, 1987, p. 26).
In order not the direct and dominate the flow of the conversation, I did not insisted on mentioning the website, and Matt did not specifically mention its impact on the process. I think his opinion on the matter was quite clear in the second session: he believes what actually transformed his self-directed learning was mastering goal setting, and technology had minor impact in terms of visualising, smoothing, and storifying the process.
Theme | Codes |
Active involvement | Keep studying |
Work on goals | |
Expand those limits | |
Retake the exam | |
I did it | |
Not an arbitrary score |
Limitations & Implications
This case study aimed at finding out if technology can aid self-directed learning. The data obtained from the advising sessions with an English language learner, who wants to obtain a total score of 7 from IELTS and used the website self.improvee.io to improve his goal setting abilities for an enhanced self-directed learning, was examined through thematic analysis. The results point out that, though to a small degree, technology can help learners enhance their goal setting skills and cater to their self-directed learning processes.
Thank you very much for taking the time to read through the poster.
Conclusion
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References