scholarly journals The Effect of Self-Directed Learning on EFL Learners’ Writing Performance

2020 ◽  
Vol 5 (3) ◽  
pp. 78-89
Author(s):  
Behnam Aghayani ◽  
Kamran Janfeshan ◽  
◽  
Keyword(s):  
Self Directed Learning ◽  
Writing Performance ◽  
Efl Learners ◽  
Directed Learning

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

Autonomy and Interdependence in a Self-Directed Learning Course

Relay Journal ◽  
2019 ◽  
pp. 218-227
Author(s):  
Paul J. Moore ◽  
Jo Mynard ◽  
Isra Wongsarnpigoon ◽  
Kie Yamamoto
Keyword(s):  
Research Methods ◽  
Relevant Literature ◽  
Ongoing Study ◽  
Foreign Languages ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Learning Journals ◽  
Directed Learning ◽  
Japanese Learners

This paper provides the background to an ongoing study which aims to investigate ways in which Japanese learners of foreign languages make use of online and offline resources during a period of self-directed study. The researchers are currently collecting data from interviews, learning journals, and other documentation produced by ten EFL learners as part of a self-directed learning course at a university in Japan. This paper will give insights into the rationale and researchers’ motivations for the study, some background on the course, the learners, and the institution; a brief review of the relevant literature; and details of the research methods. Findings will be presented in subsequent publications.

scholarly journals THE QUEST OF SELF-DIRECTED LEARNING OF ADULT EFL LEARNERS IN INDONESIAN HIGHER EDUCATION CONTEXT

2019 ◽  
Vol 6 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Nita Sari Narulita Dewi ◽  
Neni Marlina ◽  
Yusup Supriyono
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Learning Strategy ◽  
Learning Performance ◽  
English Language Learning ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Directed Learning

This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, self-monitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since self-directed learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.

scholarly journals Investigation on Gender and Learners-Centered Teaching Strategies Toward Learners' Writing Performance

2021 ◽  
Vol 8 (2) ◽  
pp. 281-296
Author(s):  
Nursamsu Nursamsu
Keyword(s):  
Teaching Strategies ◽  
Group Discussion ◽  
State Institution ◽  
Discovery Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Writing Performance ◽  
Learner Centered ◽  
Significant Difference ◽  
Directed Learning

ABSTRACTThis research investigated the interaction effects between gender and Learner-Centered Teaching Strategies toward learners' writing performance. The study was a quasi-experiment using tests as the research instrument. The participants were 72 learners of the English Department at a state institution consisting of 34 males and 38 females. The class was classified into two parts: experiment groups consisting of self-directed learning class (SDL), discovery learning class (DL), and small group discussion class (SGD); and a control group: lecturing class (L). A two-way ANOVA was used for data analysis. The findings confirmed a significant difference by gender (F=10.629. Sig. 0.002<0.05); and Learner-Centered Teaching Strategies F=20.658. Sig. 0.000<0.050) on the learners' writing performance. It also indicated that females (means score 73.46) were higher than males (means score 64.45). In contrast, no interaction effect simultaneously occurred among gender and the Learner-Centered Teaching Strategies (F 2.70) = 2.301. Sig. 0.086>0.050).  Both of them did not contribute simultaneously to writing performance. Lastly, the r squared was 0.574 indicating a high correlation of teaching strategies and gender (57%). The teachers were suggested to apply learner-centered teaching strategies in an L2 writing class at a higher education level.ABSTRAKPenelitian ini menyelidiki pengaruh interaksi antara gender dan strategi pengajaran terpusat pada peserta didik terhadap kinerja menulis peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan instrument yang digunakan adalah tes. Partisipan berjumlah 72 mahasiswa Jurusan Bahasa Inggris di sebuah universitas  negeri yang terdiri dari 34 laki-laki dan 38 perempuan. Kelas diklasifikasikan menjadi dua bagian: kelompok eksperimen yang terdiri dari kelas self-directed learning (SDL), kelas discovery learning (DL), ; kelas diskusi kelompok kecil (SGD); dan kelompok kontrol: kelas kuliah (L). Anova dua jalur digunakan pada analisis data. Temuan mengkonfirmasi perbedaan yang signifikan terjadi untuk jenis kelamin (F = 10,629. Sig. 0,002 <0,05); dan strategi pengajaran terpusat pada peserta didik F=20.658. Sig. 0,000<0,050) terhadap kemampuan menulis siswa. Hal ini juga menunjukkan bahwa perempuan (rata-rata skor 73,46) lebih tinggi daripada laki-laki (rata-rata skor 64,45). Sebaliknya, tidak ada efek interaksi yang terjadi secara simultan antara gender dan strategi pengajaran terpusat pada peserta didik (F 2,70) = 2,301. Tanda tangan. 0,086>0,050). Keduanya tidak berkontribusi secara bersamaan pada kinerja menulis. Terakhir, nilai r kuadrat adalah 0,574 yang menunjukkan korelasi tinggi antara strategi pengajaran dan gender (57%). Para guru disarankan untuk menerapkan strategi pengajaran yang berpusat pada peserta didik di kelas menulis L2 di pendidikan tinggi.

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