The purpose of this study was to examine the impact of self-directed learning in English reading classes during a 16-week period. 79 university students from two general English classes participated in the study. They were divided and assigned into either a self-directed group or a teacher-directed group. All of the participants were assigned the same textbook and instructed to complete specific online activities. The self-directed learners’ groups were advised to treat the online activities as assignments and were encouraged to carry them out by themselves for their own benefit. Teacher-directed learners’ groups, on the other hand, were asked to complete the online assignments by instructors, who continuously checked their progress in order to facilitate their students’ learning. Participants took a diagnostic reading test, a mid-term and a final exam. Also, online activities from LMS data and the Self Directed Learners Readiness Scale (SDLRS) survey were analyzed. Results indicated that there were no significant differences in the mid-term exam between the two groups, but there was a mean difference in the final exam. The SDLRS survey yielded mixed results. As for the online activities, positive correlations were found between the online activities’ scores and the exam scores. Pedagogical implications and future studies were suggested.