Fostering Self-directed Learning Among Academic Support Staff in Higher Education
Insights into Building Workplace English Competency and Learner Confidence Through the Language Clinic Program
Bibliographic Data
| ID | 22416165 |
|---|---|
| Authors | Camik Wanhassan (0009-0002-0425-289X, King Mongkut's University of Technology Thonburi, corresponding author) |
| Year | 2026 |
| Publication date | 2026-03-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Adult Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0741-7136 • E-ISSN: 1552-3047 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/07417136251412361 |
| OpenAlex | W7140124256 |
| Language | EN |
| References cited | 14 |
This study explores how academic support staff in a multilingual university context developed self-directed learning (SDL) behaviors through participation in the Language Clinic Program, a structured workplace English self-development program. Guided by narrative inquiry, it traces the learning journeys of four participants through SDL readiness questionnaires, learning contracts, reflective assessments, personalized consultations, satisfaction scales, and stimulated recall interviews. The findings reveal that SDL was cultivated not only through these structured, narrative-informed tools but also through emotional trust, self-recognition, and workplace relevance. Participants reported enhanced communication competence and language confidence while redefining their learning identities. The study offers new insights into how SDL develops not only from strategic planning but also through relational trust and narrative engagement, particularly in resource-sensitive workplace settings. It underscores how narrative-based support can strengthen both language development and confident learner autonomy among adult learners in higher education.
Autonomy · Language acquisition · Language Learning Strategies · Language proficiency · Learner autonomy · Narrative · Recall · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices · Second Language Learning and Teaching
English as a Global Language
Self-Directed Learning
Developing a learning-centred framework for feedback literacy
Rethinking models of feedback for learning
A discursive constructionist approach to narrative in language teaching and learning research
Pushing the edge in narrative inquiry
Uncovering the hidden face of narrative analysis
The development of student feedback literacy
The Power of Feedback
Becoming a Self-Regulated Learner
| Citation velocity | historical |
|---|---|
| Highly cited | No |