Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom

Individual interest and self‐regulation are two pillars of self‐directed learning. Despite empirical evidence on the interaction between the two with respect to academic achievement, few studies have explored how individual interest and self‐regulation might interact and relate to self‐directed informal learning. This study surveyed 322 university students on self‐regulation and two interest constructs (interest in learning English and interest in pursuing personal interest in English), and tested how these factors related to their engagement in self‐directed use of technology for English learning beyond the classroom. Structural equation modelling analysis revealed that despite both being significant determinants, interest factors, and self‐regulation were associated differently with various types of self‐directed technological activities (instruction‐, information‐, entertainment‐ and socialization‐oriented activities). Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities, which have high cognitive load and require effort management for second‐language learners. Interest in English learning was consistently a significant predictor of all four types of technological activities. Interest in pursuing personal interest in English played a significant role in information‐ and entertainment‐oriented technological activities. The findings recommend greater attention to individual interest when promoting self‐directed informal learning. The findings further suggest adopting a differentiated approach to bolstering self‐directed learning for different purposes. Practitioner notes What is already known about this topic Self‐regulation is important to self‐directed learning. Subject‐matter interest and self‐regulation interplay to influence academic performance in formal learning contexts. What this paper adds Interest and self‐regulation interplayed to shape self‐direction in informal learning contexts. Self‐regulation was predictive of instruction‐, information‐ and socialization‐oriented activities. Interest factors added additional explanation power on self‐directed technological activities. Both subject‐matter interest and the integration of personal interest with subject learning were significant determinants. The integration of personal interest with subject learning mediated the influence of subject‐matter interest. Implications for practice and/or policy Educational interventions need to work simultaneously on b