This study investigates three learners’ self-directed learning (SDL) strategies in a college beginner level Chinese language classroom. Using a focus group and interviews to explore how the students recognize their own learning strengths and weaknesses, what strategies they develop during the SDL process, their awareness of learning contexts while adopting SDL, and how they exercise their agencies for SDL. Findings suggest that technology fluency, the disconnection between learning goals and SDL strategies, and learners’ unawareness of their learning strengths affects individuals’ agency regarding SDL strategies. These findings suggest the need for further discussion of language teachers’ role in instructing SDL strategies, the role of technology, and the use of written corrective feedback.

本研究调查了三名学习者在大学初级汉语课堂中的自主学习 (SDL) 策略。使用焦点小组和访谈来探索学生如何认识到自己的学习优势和劣势、他们在 SDL 过程中制定了哪些策略、他们在采用 SDL 时对学习环境的认识，以及他们如何为 SDL 发挥他们的作用。研究结果表明，技术流畅性、学习目标与 SDL 策略之间的脱节以及学习者对其学习优势的不了解会影响个人对 SDL 策略的能动性。这些发现表明需要进一步讨论语言教师在指导 SDL 策略中的作用、技术的作用以及书面纠正反馈的使用。