Investigating the Use of AI Chatbots to Enhance EFL Young Learners’ Achievement, Self-Directed Learning, and Willingness to Communicate

Objective To investigate the effects of King's goal theory based flipped class teaching model on medical nursing teaching of upgraded full-time bachelors. Methods Upgraded full-time bachelors were divided into experimental and control group. The experimental group was intervened by King's goal theory based flipped class teaching model, while the control group adopted the traditional teaching model. A general condition questionnaire, SDLRS and CIRN were used to test the two groups. Results The scores of SDLRS and CIRN for experimental group were significantly higher than those of control group. Factors such as professional choice intention, group learning experience, self-directed learning experience and acceptance of teaching methods reform mainly affected self-directed learning readiness, while factors such as professional choice intention, character and self-directed learning experience mainly affected regis-tered nurses competency. Conclusions King's goal theory based flipped class teaching model helps to im-prove the self-directed learning readiness and registered nurses competency of upgraded full-time bachelors. Key words: King's goal theory; Self-directed learning readiness; Competency of registered nurses; Upgraded full-time bachelors; Medical nursing

<p style="text-align:justify">Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasi-experimental study in accordance with the pretest-posttest design with a control group, was implemented. Second year students who studied science teaching in the faculty of education at a state university in Konya in the academic year of 2018-2019 made up the sample of this study. There were two groups in the study which were “The Control Group” and “The Experimental Group”. In order to measure the students’ self-directed learning readiness levels, “Scale of Self-Directed Learning Readiness in Laboratory” was used and to measure attitudes towards science experiments “Scale of Attitudes towards Science Experiments” was utilized. Both scales were implemented as pre-tests before the study and as post-tests after the completion of the implementation process. The analysis of the data was conducted via SPSS 18. Independent samples t test was conducted to understand whether biology laboratory practices supported with self-regulated learning strategies have any effect on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratories. According to the findings of the study, biology laboratory practices supported with self-regulated learning strategies were observed to make a significant difference in favour of the experimental group considering their self-directed learning readiness and their attitudes towards science experiments.</p>

Background: Problem-based learning is one of the most important developments in health education. This educational strategy uses real problems as a context for students to learn and has been chosen for curriculum delivery in many professional schools around the world. Aim of the study: was to evaluate the effect of problem based learning on self-directed learning and critical thinking among nursing students. Subjects and Methods: Research design: A True experimental design was utilized. Setting: The study was conducted at faculty of nursing Zagazig University. Subjects: simple random sample of 192 students were chosen divided into 96 for experimental group and 96 for control group.Tools of data collection: a questionnaire sheet for student nurses composed of six parts: personal characteristics, Self-directed learning skills, Self-directed learning readiness, Knowledge Test, the California critical thinking disposition, and self- assessment and tutor assessment. Results: revealed that there were statistically significant improvements regarding the self-directed learning skills in experimental group than in control group. As well, there were statistically significant improvements regarding the self-directed learning readiness in experimental group than in control group. In addition, The PBL program had no effect on experimental group’s level of critical thinking dispositions skills while there were increased in control group’s level of critical thinking dispositions skills. As well, the student’s assessment was higher in all items than tutor assessment. conclusion: The PBL program had no effect on experimental group’s level of critical thinking dispositions skills while there were increased in control group’s level of critical thinking dispositions skills Recommendations: it is recommended to utilize the problem based learning strategy in all nursing curriculum and Provide extra training to the faculty staffs to be a perfect PBL tutor and provide training to course planners in developing problems and scenarios that improve the critical thinking abilities and self-directed learning skills.

This study aims to investigate the effects of the flipped classroom model on ninthgrade students’ self-directed learning readiness and attitudes towards the English course and identify how the flipped classroom method affects students’ self-directed learning readiness and attitudes towards the English course as well as the potential reasons for these. The study adopted an explanatory sequential design, one of the mixed method research designs. In line with the mixed method approach, quantitative phase of this study utilized pretest-posttest control group quasi experimental design, and the qualitative phase included focus group interviews to collect data. Quantitative data were collected using the “Self-directed Learning Readiness Scale” and “Attitudes towards the English Course Scale”. The study was conducted with 46 ninth grade students who were enrolled in Vocational and Technical Anatolian high school in a city located in the southern part of Turkey in the 2015-2016 education year. Results showed a significant difference between the experimental and control group in terms of self-directed learning readiness and attitudes towards the English course in favor of the experimental group students.According to qualitative findings, the flipped classroom method had positive contributions to students’ self-directed learning readiness and attitudes towards the English course. Quantitative and qualitative findings were found to be parallel with each other.

Rapid changes in workplace (e.g., technology, organizational structure) increase the complexity of work which, in turn, increases the demand for continual learning. Current training efforts, in which organizations sponsor employee training in some form, are insufficient in meeting this demand for training. As a result, organizations have embraced the principles of self-directed learning (SDL) and encouraged employees to assume some responsibility for their own learning. Yet, the effectiveness of SDL in the workplace has received little empirical attention. Previous research has demonstrated that individuals high in SDL readiness (i.e., individuals who prefer guiding and directing their own learning as opposed to a teacher-centered format) received higher overall performance ratings. However, researchers have not examined the effect of actual SDL experience on either overall performance or performance in the specific area related to those SDL experiences. While it has been maintained that SDL is an effective form of workplace training to improve job performance, this assumption has not been tested. The goal of the present research was to test this assertion by evaluating a SDL program (i.e., an on-line listening skills course) currently in place. Measures of individuals' SDL readiness, work locus of control, cognitive ability, SDL activities, learning acquisition, and job performance were examined before and after engaging in the SDL program. A control group was secured for comparison, thereby providing a better test of the propositions. Results supported many of the proposed relationships. In particular, SDL readiness and work locus of control predicted membership in the target SDL course and the extent to which participants engaged in the course. Participation in the listening skills course and the extent to which they engaged in the course predicted greater learnings, which in turn predicted improved listening skills performance three months after the completion of the course. Implications of the results as it relates to past research, limitations of the study, and directions for future research are discussed.

It is crucial to evaluate student academic motivation and self-directed learning (SDL) readiness while teaching online or flexibly. During the coronavirus disease 2019 pandemic, there were few investigations on the link between academic motivation and SDL readiness. This study investigated the connection between academic motivation and SDL readiness and the three academic motivation domains' predictive features. This cross-sectional study used convenience sampling to recruit 1187 nursing students from four nursing colleges in three countries. We utilized the Academic Motivation Scale College Version and Self-directed Learning Readiness Scale for Nurse Education to collect data. Descriptive and inferential statistics were employed to analyze the data. Extrinsic motivation received the highest mean. Most nursing students exhibited SDL readiness, whereas "desire for learning" was rated the highest dimension of SDL readiness. We found significant differences in nursing students' intrinsic and extrinsic motivation and amotivation between the three countries. Finally, country, gender, and intrinsic motivation were significant predictors of the nursing students' SDL readiness. Among Filipino, Saudi, and Thai nursing students, their SDL readiness is influenced by the intrinsic motivation domain. Therefore, nursing students with higher levels of intrinsic motivation are proactive learners for SDL.

This study aimed to examine the effect of the course on technology use in nursing on students' readiness for self-directed learning and attitudes toward technology. This was a quasi-experimental study. The study involved 109 first-year nursing students assigned to the intervention group (n = 53) and the control group (n = 56). Whereas the intervention group participated in the course on technology use in nursing, the control group participated in health assessment course. Data were collected with the Student Information Form, the Readiness of Self-directed Learning Scale, and Technology Attitudes Survey between March and May 2024. There was a statistically significant difference between the self-directed learning readiness and attitudes toward technology scores of the intervention and control groups ( P < .05). It was found that both the self-directed learning readiness and positive attitudes toward technology scores of the students in the intervention group were significantly higher than the control group ( P < .05). The study's results indicated that course on technology use in nursing improved students' self-directed learning readiness and positive attitudes toward technology. The integration of technology-based interventions into nursing curriculum is recommended.

The major role of self-directed learning (SDL) in a successful learning at distance education has been confirmed by various studies. Although learners pass General English courses before studying any ESP courses at distance education of Iran, they usually lack the preliminary skills for independent language learning. The current study aimed to explore the effect of self-directed training (SDT) on ESP learners‟ self-directed learning readiness (SDLR). Eighty-six B.A students (19 male and 67 female) studying English for Economy and Management at Tabriz Payam-e-Noor University participated in this study. A demographic questionnaire and Guglielmino‟s (1978) self-directed learning readiness scale (SDLRS) were implemented to select the participants of the control and experimental groups. The experimental group was provided with SDT in three different stages a) an introduction to SDL, b) SDT workshop, and c) SDT pamphlet. Then, a post-test of SDLRS was given to the two groups. ANCOVA was applied to analyze the data. The results revealed that SDT could enhance ESP learners‟ SDLR. The findings imply that an appropriate training is needed to improve learners‟ SDLR. Higher levels of SDLR can contribute to a successful ESP learning at Payam-e-Noor University in Iran.

BACKGROUND:Higher education institutions are adapting and innovating like never before to provide highly individualized learning environments for both traditional and non-traditional students. This seismic upheaval in the higher education landscape is being observed across the world. The present study aimed to evaluate the effectiveness of a blended learning approach on nursing students’ self-directed learning readiness.MATERIALS AND METHODS:This study is a quasi-experimental approach in which a non-equivalent control group was used in a post-test design. A comparison was carried out with two separate semester cohort students representing the control and intervention groups which had 24 and 30 students, respectively. This study included first-year nursing students that enrolled in a course called “Anatomy and Physiology” course of nursing education at a private university. The control group received all their teaching face-to-face, and the intervention group used information technology and prescribed activities in their online e-book. The self-directed learning readiness (SDLR) tool measures the learners’ readiness in self-directed learning in both groups. This scale comprises three subscales which are “self-management,” “desire for learning,” and “self-control.” An independent-samples t-test was conducted to compare self-directed learning readiness in the control and intervention groups. Data were analyzed using IBM SPSS Statistics 25 software to measure the independent t-test.RESULTS:The self-directed readiness scores were significantly higher in the intervention group with P = 0.019. The intervention group showed a higher mean value on the subscales of self-management and self-control, which demonstrated a significant difference with P values of 0.018 and 0.028, respectively. The subscale desire for learning was insignificant with a P value of 0.166.CONCLUSION:This study concluded that the overall results demonstrate that incorporating blended learning using e-books for anatomy and physiology courses in nursing education can contribute to students’ readiness for self-directed learning. Specifically, the blended learning teaching and learning strategy had a positive impact on nursing students’ capacity for self-management and self-control.

IntroductionMetacognition and self-directed learning are key components in educational research, recognized for their potential to enhance learning efficiency and problem-solving skills. This study explores the effects of musical feedback training on these competencies.MethodsThe study involved 84 preservice teachers aged 18 to 21. Participants were randomly assigned to either an experimental group, which received musical feedback training, or a control group.ResultsThe findings indicate that musical feedback training effectively improved metacognitive abilities. However, its impact on the readiness for self-directed learning was inconclusive. A notable difference in metacognition and self-directed learning readiness was observed between the experimental and control groups during the session, indicating a significant interaction effect. Furthermore, a positive correlation was identified between metacognition and self-directed learning.DiscussionThese results contribute to educational discourse by providing empirical evidence on the utility of musical feedback training in fostering metacognition. They also highlight the importance of consistent and long-term engagement in self-directed learning practices. The significance of these findings advocates for incorporating music feedback training into music education curricula to enhance metacognition and improve overall learning efficiency.

Reflective practice has been identified as one way to increase participation in self-directed lifelong learning so that physicians maintain a level of current and relevant medical knowledge for their practice. This study sought to determine if reflective practice affected the readiness for self-directed learning in a sample of anesthesiology residents in the United States. An experimental design was used to employ quantitative methods to investigate the effects of a self-guided 8-week reflective practice exercise on readiness for self-directed learning as measured by Guglielmino's Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA). Participants were randomly assigned into an experimental group or control group. Fifty-one anesthesiology residents in 3 residency programs completed this study. No significant difference was found between the posttest SDLRS/LPA scores of the control (median = 227) and experimental group (median = 225; U = 294; z = -.584; P = .559; r = 41.18) as well as the pretest and posttest scores (z = -.65; P = .518; r = -.129) of the experimental group. We should continue to explore ways to train physicians to engage in practices that promote self-directed lifelong learning.

Cognitive learning approaches are important in nursing education because they support analytical thinking, decision-making, and self-regulated learning processes. Competencies such as problem solving, critical thinking, peer support, self-directed learning readiness, and locus of control may contribute to nursing students' academic and professional development. Unlike interventions focusing on a single student-centered teaching strategy or isolated competency, this study examined an integrated cognitive learning program that brought together five learning-related domains through structured conceptual explanation, guided questioning, and group discussion. This study aimed to examine changes in selected learning-related competencies following this integrated cognitive learning intervention among first-year nursing students. This non-randomized quasi-experimental pre-test/post-test study with experimental and control groups was conducted at two foundation universities in Istanbul, Türkiye. Group allocation was conducted at the institutional level, with one university assigned to the experimental group and the other to the control group. A total of 114 first-year nursing students completed the study, including 69 in the experimental group and 45 in the control group. The intervention consisted of a structured five-week online educational program comprising five separate 120-minute sessions, with one session delivered each week and each session focusing on a different cognitive learning domain. Data were collected using validated instruments assessing problem solving, critical thinking, peer support, self-directed learning readiness, and locus of control. Statistical analyses included descriptive statistics, within-group and between-group comparisons, and ANCOVA adjusted for baseline scores. The intervention was associated with changes in several learning-related outcomes. In the experimental group, self-directed learning readiness increased and showed the clearest adjusted between-group difference. Critical thinking showed a less marked decline than that observed in the control group, although the adjusted between-group difference was not statistically significant. Problem-Solving Inventory scores also changed over time, but these findings require cautious interpretation in view of the scoring characteristics of the instrument. Peer support decreased in the experimental group, and no significant adjusted between-group difference was observed for this outcome. Findings related to locus of control were also mixed and were not supported after adjustment for baseline differences between groups. The clearest finding was observed for self-directed learning readiness, suggesting that short-term cognitively oriented educational input may be particularly relevant to students' readiness for autonomous learning. Findings for problem solving, critical thinking, peer support, and locus of control were more mixed, indicating that learning-related outcomes may respond differently to condensed online interventions. By examining multiple domains within a single structured framework, this study contributes preliminary evidence on the domain-specific nature of cognitive learning interventions in nursing education. Not applicable.

This paper reports the motivation which affected the students' self-learning readiness (so called;"Self Directed Learning Readiness (SDLR)). SDLR is the level of individual self-readiness and has a very important role in learning process in Faculty of Medicine. The purpose of this study was to determine the relationship between intrinsic and extrinsic motivation with SDLR among the underundergraduate medical students at the Faculty of Medicine, Islamic University of North Sumatera (UISU) in 2017. A crosssectional design,with simple random sampling technique, was carried out to test the hypothesis. The data obtained were showing that ; from the 198 respondents, those had the intrinsic motivation were 110 people (55.6%); 88 people (44.4%) unmotivated, Thus on extrinsic motivation test; as many as 100 people (50.5%) motivated and 98 people (49.5%) unmotivated. On SDLR the number of respondents whose were classified as good and bad has the same number of 99 people (50%).Chi-square hypothesis test showed that there was a significant relationship between intrinsic motivation with SDLR with p value = 0.001 and there was a significant relationship between extrinsic motivation with SDLR with p value = 0.000.So it can be concluded that there is a significant relationship between intrinsic motivation and extrinsic motivation with SDLR on undergraduate medical students at the Faculty of Medicine, Islamic University of North Sumatera 2017.

The major role of self-directed learning, a sub-division of autonomy, in successful learning at distance education has been informed by various studies. Although learners pass General English courses before studying any ESP courses at distance education in Iran, they sometimes lack the preliminary skills for independent language learning. The current study aimed to explore ESP learners’ self-directed learning readiness (SDLR) and the relationship between SDLR and ESP course accomplishment. Participants were 126 B.A students (33 male and 93 female) studying English for Students of Economy and Management (ESEM) at Tabriz Payam-e-Noor University which is based on distance learning. Data gathered by Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) and a test of ESEM. Data analysis revealed that half of the learners’ SDLR is at an average or below average level, which is likely to be insufficient for conducting successful self-directed language learning (SDLL). Furthermore, the correlation coefficient demonstrated that there is a positive relationship between SDLR and ESP course accomplishment. Therefore, the need for appropriate training to improve learners’ SDLR that directly contributes to a successful ESP learning at distance education in Iran becomes apparent.

Self directed learning readiness has an important role in determining student academic achievement. The analysis of intellectual intelligence and learning experience as affecting factors on self directed learning readiness of medical education students on University of Islam Malang is still unknown, therefore it needs to be researched for the better educational development strategies. The University of Islam Malang's Faculty of Medicine conducted cross-sectional descriptive analytic research with 174 eligible students as a sample. The Intelligenz Struktur test was used to assess IQ. The sum of the semester credit hours was used to examine the tes and learning experiences. A questionnaire called the Self-Directed Learning Instrument was used to gauge the level of preparedness for self-directed learning. A p-value less than 0.05 was deemed significant when the data was examined. Out of 135 pupils, 77.6% were very prepared to learn independently, whereas 2 students, or 1.1%, were not at all prepared. kids with high IQ were shown to be 1.1% prepared to learn independently, but kids with low IQ were not at all prepared to do so. Of the pupils surveyed, 63 had high levels of learning experience (46.7%) and 72 had low levels of it (41.4%), indicating a high level of self-directed learning preparation. According to the spearman correlation test, there is a weak link between self-directed learning readiness and both intellectual intelligence and learning experience (r = -0.088 and r = -0.023, respectively). Results from the ordinal logistic regression test showed that IQ had no significant effect on self-directed learning readiness (p = 0.206) and that prior learning experience had no effect on self directed learning readiness (p = 0.855). Intellectual intelligence and learning experience have no effect on students’ self directed learning readiness.