scholarly journals The Relationship Between Independent Study Time, Self-Directedness, and Language Gain

2020 ◽  
pp. 24-39
Author(s):  
Yukari Rutson-Griffiths ◽  
Arthur Rutson-Griffiths
Keyword(s):  
Private University ◽  
Study Time ◽  
Independent Study ◽  
Self Directed Learning ◽  
English Classes ◽  
Language Study ◽  
Study Test ◽  
Directed Learning ◽  
Criterion Referenced ◽  
The Relationship

This paper examines the links between independent study time inside and outside a self-access centre, self-directedness and language gain. 71 university students taking English classes at a private university in Japan completed surveys of their typical weekly self-access centre usage, typical weekly independent language study time and the Self-Directed Learning Readiness Scale (SDLRS) survey, and these data were compared to changes in pre- and post-study Test of English for International Communication (TOEIC) reading and listening scores. The analysis showed that there were few statistically significant correlations between most of the data. The results suggest that SDLRS score predicts independent language study time and that language students with high self-directedness are less likely to require the support of a self-access centre. The authors recommend further research and that future studies use different measures of language gain that are criterion-referenced and cover more language skills, and examine the types of learning activities carried out rather than just the amount of time spent.

scholarly journals Indonesian Learners’ Self-directed Learning and Resilience in Online English Classes: Assessing Interaction with L2 Achievement

2021 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Foreign Language ◽  
Negative Relationship ◽  
English For Academic Purposes ◽  
Online Classes ◽  
Self Directed Learning ◽  
Correlation And Regression Analysis ◽  
English Classes ◽  
Study Results ◽  
Directed Learning ◽  
The Relationship

ABSTRACTThe present study was conducted to find the relationship between English for Academic Purposes (EAP) learners’ Self-directed Learning (SDL) and their achievement as measured with their EAP class grades as well as the relationship between these grades and their resilience. This study used a survey as the method of data collection and 157 learners who were enrolled in EAP online classes willingly participated in the study. Results of Pearson’s correlation and Regression analysis showed that learners’ SDL was very weakly associated with their grades (r (155) = .01, p > .05), with their SDL being unable to predict their ultimate achievement (R2 = .000). This study further found a very weak negative relationship between learners’ resilience and their grades (r (155) = -.02, p > .05). Learners’ resilience was not a predictor for their grades either (R2 = .000). As the present study is an exploratory study of the issue in question in the Indonesian context of English as a foreign language (EFL), it is suggested that further studies be conducted to establish more conclusive findings on the predictive power of learners’ SDL and resilience towards their English learning achievement. ABSTRAKStudi ini bertujuan menginvestigasi hubungan antara Self-directed Learning (SDL) pembelajar kelas Bahasa Inggris untuk tujuan akademik (EAP) dan pencapaian belajar di kelas Bahasa Inggris serta hubungan antara pencapaian belajar tersebut dengan ketahanan (resilience) mereka. Studi ini menggunakan metode survei dan sebanyak 157 pembelajar di kelas EAP bermoda daring berpartisipasi dalam studi ini. Studi ini menemukan bahwa SDL pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = .01, p > .05) dan bahwa SDL tidak mampu memprediksi pencapaian belajar (R2 = .000). Studi ini juga menemukan bahwa ketahanan pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = -.02, p > .05) dan tidak mampu memprediksi pencapaian belajar (R2 = .000). Karena studi ini termasuk studi awal dalam kajian SDL dan ketahanan pembelajar dalam kaitannya dengan pencapaian belajar pada konteks pembelajaran Bahasa Inggris sebagai bahasa asing di Indonesia, terkait dengan hasil studi ini, disarankan dilakukan studi-studi lain dalam konteks Indonesia. Studi-studi ini dapat dilakukan untuk mendapatkan kesimpulan yang lebih solid terkait besar kecilnya kemampuan SDL dan ketahanan pembelajar dalam memprediksi pencapaian belajar mereka dalam Bahasa Inggris.

scholarly journals Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom

2021 ◽  
Vol 18 ◽  
pp. 5
Author(s):  
Jack Barton ◽  
Kathrine Sofia Rallis ◽  
Amber Elyse Corrigan ◽  
Ella Hubbard ◽  
Antonia Round ◽  
...  
Keyword(s):  
United Kingdom ◽  
Medical Students ◽  
Open Access ◽  
Medical Schools ◽  
Study Time ◽  
Independent Study ◽  
Free Text ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning

Purpose: Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.Methods: An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.Results: The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).Conclusion: The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

Sign in / Sign up

Export Citation Format

Share Document