Title: A Review of Research on Second Language Self-Directed Learning Competence
Authors: Xiaoquan Pan
Volume: 9
Issue: 9
Pages: 81-87
Publication Date: 2025/09/28
Abstract:
With the deepening of globalization and the diversification of resources in the information age, second language learner autonomy (SLA Autonomy) has emerged as a central issue for addressing the limitations of traditional instruction and promoting the long-term internalization of language skills. This paper systematically reviews the research trajectory in this field: Theoretical foundations encompass the triadic interaction mechanism of social cognitive theory, the active knowledge construction essence of constructivism, and the social practice embeddedness of situated learning theory. Research focus has evolved through paradigms: strategy competence development (1980s-1990s), the sociocognitive shift (1990s-2000s), and digitally mediated autonomous composite competence (2010s to present). The research reveals multidimensional integrated relationships among metacognitive strategies, social collaboration, digital literacy, and identity formation, while identifying core challenges such as limited strategy transfer, the paradox of technological empowerment, and cultural value alignment. Future efforts should reconstruct teaching relationships, develop dynamic curriculum ecosystems, and strengthen long-term tracking to achieve innovative integration of theory and technology, thereby advancing learner agency development.