Self-directedness is vital to adult learners as it allows them to stay motivated and achieve effective results while learning online and balancing between family and work. This research aims to determine Lithuanian adult learners perceived self-directedness while learning English for Specific Purposes (ESP) in non-formal online courses. To this end, their approaches towards the factors of self-directedness were investigated. The indicators defined by Khiat (2015), including Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Final Test Preparation, Note-taking Capability, Research Capability, Technical Readiness, Online Class Readiness, and Stress Management were involved in a detailed analysis to establish which variables were the most meaningful ones in terms of learners’ self-directedness. The study revealed that adult students are highly self-directed while learning Business English in non-formal online courses at a language school. The findings confirmed that the application of self-directedness and its development in learning processes leads to higher levels of motivation and successful learning outcomes. Based on the findings, these adult learners’ perspectives could contribute to larger-scale surveys in formal and informal forms of education to enhance learners’ self-directedness and achieve successful learning results.

This study aimed to explore Lithuanian students’ approaches towards the factors related to self-directed learning readiness. Fourteen adult respondents participated in structured in-depth interviews, where they answered questions based on the Self-Directed Learning Readiness Scale (Fisher et al., 2001). The conducted study revealed the students’ approaches that can positively contribute to the enhancement of learners’ self-directedness.

Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.

Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers. Keywords: educational technologies, online learning technologies, Technology Acceptance Model (TAM), English as a Second Language (ESL), non-formal education