ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills
| Autor: | Nor Hafizah Adnan, Siti Shakirah Sayadi |
|---|---|
| Rok vydání: | 2022 |
| Předmět: |
bepress|Arts and Humanities|English Language and Literature
History Polymers and Plastics ComputingMilieux_COMPUTERSANDEDUCATION SocArXiv|Arts and Humanities General Medicine Business and International Management Industrial and Manufacturing Engineering bepress|Arts and Humanities SocArXiv|Arts and Humanities|English Language and Literature |
| DOI: | 10.31235/osf.io/cswtz |
| Popis: | Self-directed learning among students, particularly at the upper secondary level, is still underexplored in Malaysia. Further understanding of ESL students’ readiness for self-directed learning in improving English writing skills is crucial to exploit the advantages of this learning method for their benefit. Thus, this study aimed to examine the levels of self-directedness among secondary school students and their readiness to apply self-directed learning in improving English writing skills through a survey design. A total of 50 ESL students in a secondary school responded to two sets of questionnaires that measured different variables in this research. The first questionnaire included a self-rating scale of self-directed learning, which consisted of awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The second questionnaire contained questions about students’ readiness for self-directed learning in improving English writing skills. Sampling was done randomly without considering students’ academic level of English. The findings found that most students possessed a medium level of self-directedness with not much difference with the high-level ones. The study then revealed a positive relationship between students’ level of self-directedness and students’ readiness to incorporate self-directed learning in English writing skills. For instance, students with a high level of self-directedness scored higher in students’ readiness for self-directed learning in improving English writing skills than those with a low level of self-directedness. Future studies should consider self-directed learning strategies to promote lifelong effects of positive attributes towards learning experiences, such as discipline, attention, responsible, and creativity in planning learning objectives. |
| Databáze: | OpenAIRE |
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