Self-Directed Learning Versus Teacher-Led Instruction: Their Effects on Oral Proficiency and Speaking Structural Accuracy of Intermediate and Advanced EFL Learners

This study investigated the effects and effectiveness of Self-Directed Learning (SDL) vs. Teacher-Led Instruction (TLI) on EFL learners’ oral proficiency and speaking structural accuracy. To this end, 52 participants were selected and assigned to intermediate and advanced levels. Afterward, both levels were divided into two groups of SDL and TLI randomly. All participants received eight sessions of treatment on their English-speaking by practicing the principles of SDL and TLI. IELTS speaking test was administered before and after treatment. The results revealed that learners of both levels benefited equally from SDL more than TLI. To explore the usefulness of these two approaches, five intermediate and five advanced participants were asked to write narratives. The results revealed that the participants mainly referred to SDL as a factor that could make them independent in detecting their speaking problems. Moreover, teachers in TLI had pivotal roles in guiding and managing the speaking process.