The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

Abstract

This study aims to examine the effects of social support on EFL students’ self-directed learning (SDL) skills. Thus, a mixed-methods approach was adopted to design the study and answer the research questions: (1) What is the level of social support and self-directed learning skills among EFL students? (2) Is there a correlation between social support and self-directed learning skills among EFL students? (3) Does the gender of EFL students affect the level of their social support and self-directed learning skills? (4) In what ways does the relationship between social support and self-directed learning skills impact FLL? Data was collected via two sources (surveys and focus group interview) in which two hundred 367 students—199 male and 168 female—from the department of English language and literature at Mut'ah University participated in this study. First, the study findings revealed that family support scored the highest among other types of social support. Second, the assessment of the learning process was the most important among all SDL skills. Third, a significant positive correlation was found between social support and self-directed learning skills. Lastly, a significant difference in both levels of social support and self-directed learning skills among the EFL students, in favor of female students, was detected. Furthermore, the study offered implications for educators, EFL teachers, and policymakers.