The study investigates to what extent a commitment to and a self-evaluation of a specific self-directed learning activity explain Korean college students’ EFL proficiency (using TOEIC reading scores). Of the Korean college students who participated, 52 completed log writing of self-directed learning activities, and 44 completed a self-evaluating survey and submitting a TOEIC reading score. Through statistical analyses, including correlations and regressions, the study finds that the number of minutes spent on reading aloud explained 10% of the variances of participants’ TOEIC reading scores. Another finding of the study is that perceived effectiveness of note-taking for grammar learning on listening and perceived manageability of reading aloud explained 21% of the variances in TOEIC reading scores. On the basis of these results, the study proposes that commitment to reading aloud and learner-perceived effectiveness of note-taking for grammar learning on listening can function as significant predictors for EFL reading proficiency. Several practical suggestions are provided for EFL instructors and researchers for the more effective use of self-directed learning activities and self-evaluation results.

1. INTRODUCTION
 2. BACKGROUND
  2.1. Definitions of Self-directed Learning
  2.2. Activities for Self-directed Learning
  2.3. Evaluations of Self-directed EFL Reading
 3. METHODOLOGY
  3.1. Research Questions
  3.2. Participants
 4. RESULTS AND DISCUSSION
  4.1. Commitment for Self-directed Learning and EFL Proficiency
  4.2. Evaluation of Self-directed Learning and EFL Proficiency
 5. CONCLUSION
 REFERENCES

• HyunSook Ko(The University of Ulsan)