ABSTRACT

Given the importance of self-directed learning in online education (Beach, 2017; Chiu & Hew, 2018; Lai, Hu, & Lyu, 2018), this study attempts to use autobiographical narrative inquiry and focuses on the researcher’s experience in self-directed vocabulary learning during the Covid-19 pandemic using Busuu based on Garrison’s (1997) framework which contains diaries and artefacts as the data. The findings revealed that there were three dimensions in the pre-service teacher’s self-directed vocabulary learning using Busuu, namely self-management, selfmonitoring, and motivation. In self-management, the pre-service teacher could manage her learning since Busuu provided a reminder feature that helped her to manage herself to stay on task. In terms of self-monitoring, the pre-service teacher could use her prior knowledge and stay focused. Finally, the pre-service’s teacher’s motivation improved when accomplishing her learning target. After using Busuu in self-directed vocabulary learning, the researcher did reflection on herself that Busuu could improve her vocabulary knowledge and could be a source of self-directed vocabulary learning to increase vocabulary and motivation to learn autonomously. This research has the other implications for other researchers to develop this study with any kind of research methodology by exploring different themes with more than one participant since this study only uses one participant.