Self-directed Learning: Readiness of Secondary School Students in Mauritius

2021 ◽  
pp. 251-275
Author(s):  
Vandanah Gooria ◽  
Perienen Appavoo ◽  
Upasna Bhunjun ◽  
Abheenaye Chauhan Gokhool
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Directed Learning ◽  
School Students ◽  
Learning Readiness ◽  
Directed Learning

scholarly journals ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

2021 ◽  
Vol 12 (4) ◽  
pp. 503-520
Author(s):  
Nor Hafizah Adnan ◽  
Siti Shakirah Sayadi
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Rating Scale ◽  
Writing Skills ◽  
Esl Students ◽  
Self Directed Learning ◽  
School Students ◽  
English Writing ◽  
Directed Learning ◽  
High Level

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.

scholarly journals ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

2022 ◽  
Author(s):  
Nor Hafizah Adnan ◽  
Siti Shakirah Sayadi
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Rating Scale ◽  
Writing Skills ◽  
Esl Students ◽  
Self Directed Learning ◽  
School Students ◽  
English Writing ◽  
Directed Learning ◽  
High Level

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.

Sign in / Sign up

Export Citation Format

Share Document