International Students and Autonomy in Service-Learning English for Academic Purposes Courses

Finding an answer to the effectiveness of autonomous learning in contrast traditional forms teacher-directed has significant pedagogical ramifications. Our study sheds light on effects increased autonomy SL development students and role instructor. Furthermore, we focus international student experiences order understand ramifications for their development, context internationalization. Our compares (self-directed) instructor- (other-directed) groups who engaged as part a university-level English language course. We collected data from 143 students’ pre- post-service surveys over 8 semesters. Both other-directed self-directed benefited experience, suggesting that can develop holistically Academic Purposes (EAP) Other-directed appeared benefit more terms about specific social issues, service, target communities. Self-directedness was associated with perceived gains than other-directedness. Due its potential support multi-dimensional students, recommend EAP make suggestions.