A Survey On Self Directed Learning Of Georgian Adult Learning Of English

The purpose of this paper is to investigate the beliefs and behaviour of Georgian adult learners as autonomous English language learners and identify the adults' readiness for individual/ autonomous language learning. To achieve the purpose of the study we adopted a questionnaire form from Wagner (2014) and Arndt's (2017) studies. A sample of 115 adults (82% female, 17% male) filled in the electronic questionnaire in March-April, 2019. The results show that Georgian adults were enthusiastic about learning English, they were aware of their weaknesses and strengths as foreign language learners; however, the majority of them were unable to demonstrate specific autonomous behaviour. More than half of the respondents reported having a study plan before starting English classes, although only about a third of the respondents had a time-bound plan. About 90% were willing to continue English classes and about 60% expressed readiness for self-directed learning of English. The study disclosed the reasons why the adults were eager to start a self-directed English learning program such as preference for independent learning, saving some finances, an interesting experiment to observe oneself as a learner, etc. The preference for studying with a teacher was highlighted by those who reported that they were unable to study autonomously, wanted to bear responsibility in front of someone and preferred lessons planned by a teacher. The reported outcomes suggest that it is essential to conduct experimental self-directed English programs for Georgian adults and develop recommendations for autonomous adult language learning.