Embracing the Diversity: Learning from EFL Students’ Self-Selected Reading and Writing

Abstract

Learner autonomy, self-regulated learning, and ownership of learning have become popular concepts in education circles and language learning communities in particular. This study attempts to explore the effect of self-selection on EFL student writers at two universities in Taiwan by comparing the self-selected topics and themes with those in university-level EFL textbooks commonly-used in Taiwan. Quality of writing was also examined via student writing portfolios.