Self-Directed and Autonomous Learning Concerning Using Technology-Based Activities in the Distance Learning

Nowadays, technology is an inseparable part of modern life, and it is closely related to learning a new language in every context. This study investigates the self-direction and autonomy of Iranian EFL university students in distance learning after the coronavirus disease 2019 (COVID-19) pandemic. This questionnaire-based study was conducted on 76 EFL students using three close-ended questionnaires to assess the technology-based activities (TBA) used by the students. In addition, ten students were randomly selected and interviewed about their attitudes toward the role of TBA in distance learning and their improvement in English proficiency. The results reveled that listening to the teacher's recorded voice (score: 4.81), 2) using dictionaries or translators (score: 4.55), 3) listening to English music (score: 4.10), 4) using English language software and applications (score: 4.02), and 5) joining an English group through a social networking application (score: 3.90) were the most frequently used TBA by EFL university students. In addition, there is a positive correlation between self-direction and the use of TBA (p. value< 0.01) and between TBA and autonomous learning (p. value< 0.01) (OR: 0.551). It can be concluded that teachers should provide access to technology-based resources, applications, and social media; make activities with technology motivating and fun; and teach strategies for using TBA outside and inside the classroom.