Using Self-Directed learning to mitigate the Post-Covid-19 Pedagogical needs of Rural English First Additional Language Learners

Abstract

Perhaps, one major lesson that can be drawn from the COVID-19 pandemic is the danger of learners’ over-dependence on teachers. This situation requires serious scrutiny, especially in rural schools where remote learning faces serious challenges. Therefore, enhancing learners’ learning autonomy in the post-pandemic era is necessary. In response, this paper seeks to provide insights into how self-directed learning may be used to mitigate the pedagogical needs of English first additional language (FAL) learners in rural South African schools. Fifteen English FAL teachers in this study responded to the question: What could be done to promote rural English FAL learners’ self-directed learning in the post-COVID-19 era? The paper follows a qualitative research design and adopts self-determination theory as a lens. The study uses observation, online interviews and document analysis for data generation. The findings indicate that English FAL teachers view self-directed learning as a tool to monitor learner progress, promote ownership, increase learning opportunities, and enhance school-home connections. Self-directed learning mitigates English FAL learners’ pedagogical needs by fostering a sense of ownership among rural English FAL learners, designing activities that promote learner-centred learning, creating supportive learning environments, and increasing parental involvement. The study recommends that English FAL teachers may use tasks with clear instructions to allow learners to complete them independently and with less teacher dependency. In addition, parents and teachers may communicate consistently to maintain and strengthen home-school relationships that foster learners’ self-directed learning and parental involvement. Keywords: COVID-19, English FAL, Post-pandemic, Self-directed learning, Rural learners