In this post-pandemic era, utilizing technologies for self-directed learning has become inevitable. Internet-based resources are popular for language learning, and many focus on specific skills. Additionally, research has shown the benefits of situated learning with technology. For example, Huang (2016) implemented an app for learning situational English vocabulary with encouraging results. However, for situational English conversations, most online materials are presented in one direction, such as videos or texts displayed on webpages with audio aids. Therefore, providing interactive materials to support self-directed learning of situational English conversations is needed. To achieve this goal, this study developed two modes of materials, a website and an app.
This study aims to explore the effectiveness and attitudes of 138 Taiwanese non-English-major students using the website and/or the app for self-directed learning of situational English in four scenarios. Data was collected through pre-/post-situational conversation tests, questionnaires, and a self-reported reflection. The findings showed that students improved their performance after using the interventions and found the self-directed learning approach provided a stress-free learning environment. The students also suggested design improvements, including increasing the number of scenarios and improving interface aesthetics.