SELF-DIRECTED LEARNING AMONG SECONDARY EDUCATION STUDENTS SPECIALIZING IN ENGLISH AT UM DIGOS COLLEGE, PHILIPPINES
DOI:
https://doi.org/10.46827/ejes.v10i8.4908Paraules clau:
self-directed learning, English language students, descriptive quantitative designResum
Self-directed learning is essential in learning a second language since it allows students to accomplish as much as possible in their language learning. This study aimed to determine the level of self-directed learning among secondary education students specializing in English teaching. Furthermore, this study used a descriptive survey involving 133 major English students. Data revealed that the self-directed learning of English language students is high. However, no significant difference was found in the level of self-directed learning among English language students when analyzed by year level, gender, and socioeconomic status. Hence, the researchers highly encouraged self-directed learning as enhancement or innovation on set assessments that can help develop the optimum potential of the learners, as well as integration of the strategy to the teaching learning process based on the study result.
Article visualizations:
Referències
Acar, C. (2014). Investigation of science teacher candidates' self-directed learning skills in terms of several variables. Unpublished Master Thesis, Pamukkale University, Institute of Educational Sciences, Denizli.
Alaon, C. L., Delos Santos, J., & San Jose, A. (2021). Improving Verbal Competence in English through Self-Directed Strategy. SSRN. http://dx.doi.org/10.2139/ssrn.3823300
Carson, E. H. (2012). Self-directed learning and academic achievement in secondary online students. UTC Scholar. http://scholar.utc.edu/theses/11/
Erdogan, D. G. (2015). Factors Effecting Lifelong Learning Inclinations of Prospective Teachers. ResearchGate. https://www.researchgate.net/publication/322023704_Factors_Effecting_Lifelong_Learning_Inclinations_of_Prospective_Teachers
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. ScienceDirect, 516-525. http://doi.org/10.1054/nedt.2001.0589
Fontanilla, G. V. (2016). English language learning motivation and self-identity changes of Filipino English majors in Philippine universities. Asian Journal of English Language Studies (AJELS), 4. https://ajels.ust.edu.ph/wp-content/uploads/2022/07/1-English-language-learning-motivation-and-self-identity-changes-of-Filipino-English-majors-in-Philippine-universities.pdf
Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. Springer Open. https://doi.org/10.1186/s41239-019-0147-0
Guiter, G. E. (2014). Self-Directed Learning (SDL): A Brief Comprehensive Analysis. Weill Cornell Medicine-Qatar. https://qatar-weill.cornell.edu/continuing-professional-development/topic-of-the-month/archive/self-directed-learning-sdl-a-brief-comprehensive-analysis
Jansen, R., Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. ScienceDirect. https://doi.org/10.1016/j.edurev.2019.100292
Khalid, M., Bashir, S., and Amin, H. (2020). Relationship between Self-Directed Learning (SDL) and Academic Achievement of University Students: A Case of Online Distance Learning and Traditional Universities. Bulletin of Education and Research, Vol. 42, No. 2, pp. 131-148. https://files.eric.ed.gov/fulltext/EJ1281053.pdf
Khodabandehlou, M., Jahandar, S., Seyedi, G., and Abadi, R. (2012). The Impact of Self-directed Learning Strategies on Reading Comprehension. International Journal of Scientific & Engineering Research, 3(7). https://www.ijser.org/researchpaper/The-Impact-of-Selfdirected-Learning-Strategies-on
Lai, C. (2019). Learning beliefs and autonomous language learning with technology beyond the classroom. Taylor & Francis Online, 291-309. https://doi.org/10.1080/09658416.2019.1675679
Lai, Y., Saab, N., & Admiraal, W. (2022). Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review. Springer Link. https://link.springer.com/article/10.1007/s10639-022-10945-5#ref-CR23
Lan, Y. (2022). The Role of Teachers’ Grit and Motivation in Self-Directed Professional Development. Front Psychology. http://doi.org/10.3389/fpsyg.2022.922693
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Science Direct, 40-48. https://doi.org/10.1016/j.iheduc.2015.12.003
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. SpringerLink. https://link.springer.com/article/10.1007/s11159-019-09793-2
Oosthuien, I., & Mentz, E. (2016). Self-directed learning research: An imperative for transforming the educational landscape. ACADEMIA. http://www.dx.doi.org/10.4102/aosis.sdlr.2016.03
Saul McLeod. (2019, July 17). Constructivism as a theory for teaching and learning. Simply Psychology. https://www.simplypsychology.org/constructivism.html
Shi, H. (2017). Learning Strategies and Classification in Education. Institute for Learning Styles Journal, 24-36. https://www.auburn.edu/academic/cla/ilsrj/Journal%20Volumes/Fall%202017%20Vol%201%20PDFs/Learning%20Strategies%20Hong%20Shi.pdf
Shin, T. (2020). Four types of random sampling techniques explained with visuals. Medium.
Retrieved from https://towardsdatascience.com/four-types-of-random- sampling-techniques-
explained-with-visuals-d8c7bcba072a
Shin, T. (2020). Four types of random sampling techniques explained with visuals. Medium. http://towardsdatascience.com/four-types-of-random-sampling-techniques-explained-with-visuals-d8c7bca072a
Slater, C. E., Cusick, A., and Louie, J. C. (2017). Explaining variance in self-directed learning readiness of first-year students in health professional programs. BMC Medical Education. https://bmcmededuc.biomedcentral.com/articles/10.1186/s129090171043-8#citeas
Stewart, R. A. (2007). Evaluating the self-directed learning readiness of engineering undergraduates: a necessary precursor to project-based learning. World Transactions on Engineering and Technology Education, Vol. 6, No. 1. http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.6,%20No.1%20( 2007)/13_Stewart25.pdf
Tacogue, S. M., Protacio, A. V., Alocada, J. S., Gevero, G. T., Diama, B. Y., Denoy, D. L., . . . Oronce, Jr, R. A. (2022). Learning in Isolation Exploring the Lived Experiences of Students in Self-Directed Learning in English. Globus Journal of Progressive Education A Refereed Research Journal. http://doi.org/10.46360/globus.edu.220221010
Tekkol, I. A., and Demirel, M. (2018). An Investigation of Self-Directed Learning Skills of Undergraduate Students. https://doi.org/10.3389/fpsyg.2018.02324
Van Woezik, T. E., Koksma, J.-J., Reuzel, R. P., Jaarsma, D. C., and Wilt, G. (2021). There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students. Medical Teacher, Volume 43(Issue 5), Pages 590-598. https://doi.org/10.1080/0142159X.2021.1885637
Veugelers, W. (2011). Education and Humanism: Linking Autonomy and Humanity. Research Gate. http://doi.org/10.1007/978-94-6091-577-2
Wang, H. (2014). Learner Autonomy Based On Constructivism Learning Theory. International Scholarly and Scientific Research & Innovation, Vol:8, No:5. https://zenodo.org/record/1092942/files/9998381.pdf
Xuan, L. Y., Razali, A., and Samad, A. A. (2018). Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn the English Language. https://files.eric.ed.gov/fulltext/EJ1201752.pdf
Zhu, M., Bonk, C. J., Berri, S. (2022). Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction. Online Learning, 26(1), 153-173. http://doi.org/10.24059/olj.v26i1.2629
Descàrregues
Publicat
Número
Secció
Llicència
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
