摘要：English as a Foreign Language (EFL)education not only requires students to receive in-class instruction but alsonecessitates them to engage in extra practices outside the classroom by usingtechnological or non-technological resources. Hence, this study aimed toinvestigate the self-directed language learning behaviors of the EFL studentteachers and their use of technology in the process by employing amixed-methods study within an explanatory sequential research design. Thequantitative data were collected from 110 EFL student teachers by using twodistinct research instruments, whereas the qualitative data were collectedthrough an open-ended questionnaire form, responded by 47 of these students.The results of the study indicated that technology utilization is a significantpredictor of self-directed language learning. However, the findings show thatthe off-campus self-directed language learning abilities of the students, withor without the use of technology, do not significantly differ according to gender,age, and grade levels. The differences were only found in terms of unaidedoff-campus learning abilities of the students and their technology utilizationfrequency in language learning. The qualitative findings also show thatstudents engage in a variety of self-directed language learning activitiesoutside the classroom mostly by using technology.
