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Drawing on the Self-Determination Theory (SDT), this study explored how writing a learner diary impacts students’ ability to learn autonomously in an intermediate Korean language class. Researchers conducted a qualitative analysis involving nine participants who used weekly learner diaries, questionnaires, and exit interviews. The findings revealed that through a learner diary, students carried out a series of self-regulated acts, such as setting a goal, searching for learning resources, assessing their performances, and expressing a sense of accomplishments, which boosted their overall confidence. While writing a weekly learner diary, students’ learning behaviors have undergone to satisfy the three key elements of SDT, autonomy, competence, and relatedness, resulting in students’ increased motivation to learn Korean. More importantly, the result was confirmed consistently regardless of individual students’ level of proficiency. Initially thought of as a difficult task, all participants began to enjoy writing a learner diary, and the writing a diary in the target language was more enjoyable and rewarding as they continued into the middle of the semester and thereafter. Positive feedback and encouragement from the teacher also played a crucial role in enhancing the students’ self-efficacy. The participants reported that the diary was accountable for improving their autonomous learning.

Boosting learner autonomy through a learner diary: a case study in an intermediate Korean language class