Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

Abu Bakar Razali,Arshad Abd Samad,Lim Ying Xuan

doi:10.32890/mjli2018.15.2.3

Abstract

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Highlights

Over the years, the roles of language learners have been heavily discussed in the field of English Language learning (Kocak, 2003; Guglielmino, 2013; Mahboobe, 2014)
Taking into account proficient and non-proficient English language learners in the present study who did not show an advanced level of Self-directed learning readiness (SDLR), it is hoped that self-directed learning (SDL) strategies can be embedded in a teacher-led context as relying solely on English knowledge through grammar, lecturebased classes, and rote learning is insufficient for the students to achieve the goals of becoming autonomous English language learners
In realizing the underpinning the concept of SDL, learners should engage in critical thinking, creative thinking, reflection and problem-solving, which need to be stressed on in English language learning contexts

Summary

Introduction

The roles of language learners have been heavily discussed in the field of English Language learning (Kocak, 2003; Guglielmino, 2013; Mahboobe, 2014). As conceded by Tudor (1996), students play active and participatory roles in the learning process while teachers act as facilitators to motivate learners and help them acquire strategies needed for self-directed learning (Kocak, 2003). It is within this changing of perspective on the roles of teachers and learners that the concept of self-directed learning (SDL) began to gain popularity. As such, gauging the level of selfdirected learning readiness is crucial as this will indicate whether one has the willingness, motivation and ability to participate in the task (Littlewood, 1999). Wiley (1983) defined self-directed learning readiness as the degree to which an individual possesses attitudes, abilities, and personality characteristics necessary for self-directed learning

Objectives

Methods

Results

Discussion

Conclusion