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The main purpose of this paper is to explore college learners’ perspectives toward self-directed learning using English films in a non-face-to-face online university general English class in Korea. First, the researcher focused on investigating the 27 participating college students’ perceptions of self-directed learning and their reactions to the news that they would learn English with movies in their general English class. Second, in order to examine learners’ experiences of self-directed learning using English films, semi-structured interviews were conducted with 6 of the participants. The data were analyzed using a Colazzi’s phenomenological approach. The experiences were divided into 12 themes and 6 theme clusters; Enhancing students’ interest in learning English; individualized English learning; reducing stress from the English learning; passion for learning English; unfamiliar self-directed learning; and a gap between texts’ and students’ level of English. The results show that self-directed learning using English films helps college students to become intrinsically motivated and provides them with various opportunities to develop deeper learning if the English teacher can manage to reduce the gap between texts’ and students’ level of English. In conclusion, learning English with the aid of movies has the potential to develop college students’ self-directed learning skills.

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