The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.
Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus
