Supporting Self-Directed Learning: A Framework for Teachers

Abstract

The language learning process is a complicated one, and although classroom study forms the backbone of this process for many learners, motivated students will also engage in their own language study independent of the teacher. This paper examines four aspects of the learning process that self-directed learners are generally understood to be able to navigate: planning, implementing, monitoring, and evaluating; it then suggests ways in which teachers can foster these abilities in the language learning classroom. By teaching specific strategies for different learning tasks, encouraging reflection and self-analysis, and raising learners' awareness of their own learning processes in addition to features of the language they are studying, teachers can help learners to assume more responsibility for their own learning, and thus to become more effective language learners.

Professional development in fostering self-directed learning in German Second Additional Language teachers

“…Guglielmino (1978) Initiative; independence; persistence; sense of responsibility for one's own learning; tendency to view problems as challenges; self-discipline; high degree of curiosity; strong desire to learn or change; ability to use basic study skills; ability to organise one's time and set an appropriate pace for learning; self-confidence; ability to develop a plan for completing work; joy in learning; tolerance of ambiguity; preference for active participation in shaping educational programme; ability to evaluate one's own progress; exploratory view of education; above-average risk-taking behaviour; knowledge of a variety of potential learning resources and ability to use them; ability to accept and use criticism; ability to discover new approaches for dealing with problems; ability to formulate learning objectives; ability to select and use many learning strategies; positive orientation to the future; emotional security; average or above average intelligence; creativity; preference for independent study or relatively unstructured sources. Patterson et al (2002) Assessment of learning gaps; evaluation of self and others; reflection; information management; critical thinking; and critical appraisal Thornton (2010) Moves through phases of management: planning; implementing; monitoring; evaluating; and reflecting Warburton and Volet (2013) Asking appropriate questions to guide their inquiry; interrogating the assumptions behind the ideas presented to them; identifying appropriate resources and tools; and strategically modifying these tools to achieve their learning goals When considering the abovementioned skills and characteristics of self-directed learners, it becomes apparent that much emphasis is placed on participants assessing their own learning needs and planning their own learning. As participants, teachers would, therefore, be given the opportunity to take responsibility for their own learning.…”

“…While by no means exhaustive, a list of examples of such research is provided in Table 1. 2011Learning effectiveness and student satisfaction Guglielmino (1978) Self-directed learning readiness Long (2000) Dimensions of the self-directed learner Directed Bagheri et al (2013) Effects of learning strategies on self-directed learning skills Teo & Lee (2010) Fostering self-directed learning Knowles (1975) Learner's actions to master making decisions regarding learning material Thornton (2010) Management phases of the self-directed learner Learning Lee et al (2014) Learner action in and perceptions of self-directed learning Nepal & Stewart (2010) Relationship between self-directed readiness factors and learning outcomes…”

Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia

“…Prior to the workshops, I had developed learning plans to help with goal setting, selecting materials, scheduling study time, and recording and evaluating one's work. These were based on models I had seen in the literature (Thornton, 2010) and at a Japanese university's self-access center.…”

Consumer Studies student teachers’ affective experiences during project-based learning

“…Affek kan leer bevorder deur geheueprosesse, leerprosesse, aandagspan en motivering te ondersteun (Mynard & McLoughlin 2014). Buiten leerders se motivering om te leer, beïnvloed affek ook leerders se houdings jeens leer en die waarde wat hulle aan leer heg (Kim 2005 Goed beplande onderrig-leerstrategieë, soos projekgebaseerde leer, kan selfgerigte en lewenslange leer fasiliteer (Acar 2013;Francom 2010;Thornton 2010), en daarom is projekgebaseerde leer in verskeie studies geïmplementeer (Grant 2009;Hixson et al 2012;Wurdinger & Rudolph 2009;Zhou & Lee 2009). …”