The Effect of Webfolios on Saudi EFL Students’ Self-Directed Learning Readiness

Zakareya, Samah; Al-Qahtani, Fawziah

doi:10.5539/ies.v13n5p150

Cited by 3 publications

(4 citation statements)

References 53 publications

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“…In other words, EPs help students promote their SDEL. This finding is in parallel with several studies [9], [10], and [12] in that the application of EPs developed learners a sense of ownership and encouraged their independence in learning. In addition, they were able to manage their personal learning progress through the use of EPs.…”

Section: Discussionsupporting

confidence: 88%

“…The results of this research revealed that EPs have provided the participants with a lot of benefits and the most significant one was the development and encouragement of independent learning [9]. Another research considering the effectiveness of webfolios on Saudi EFL students' readiness for SDL was [10], and it was concluded that adopting webfolios promoted the SDL readiness of Saudi EFL students. Therefore, it is highly recommended that web-based programs should be employed in order to teach English as a foreign language.…”

Section: Introductionmentioning

confidence: 86%

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The Implementation of E-Portfolios to Support Self-Directed English Learning for Secondary Students

Minh¹,

Anh²

2022

TNUJST

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Nghiên cứu này triển khai việc sử dụng hồ sơ học tập điện tử để hỗ trợ tính tự chủ trong trong học tập tiếng Anh cho học sinh lớp 11 của một trường trung học phổ thông ở Việt Nam trong học kỳ 2 của năm học 2021-2022. Nghiên cứu hành động này sử dụng công cụ nghiên cứu là phỏng vấn và bảng câu hỏi. Một nhóm học sinh gồm có 35 người được mời tham gia dự án kéo dài trong 8 tuần, trong đó học sinh tạo hồ sơ học tập điện tử cá nhân trên nền tảng Wordpress phục vụ cho việc học tiếng Anh. Các dữ liệu thu được từ những cuộc phỏng vấn đã cho thấy những người tham gia không chỉ thay đổi thái độ đối với việc học tập tiếng Anh mà còn cải thiện được các kỹ năng học tập tự chủ như đặt mục tiêu, đánh giá, giải quyết các vấn đề... Kết quả trong bảng hỏi cũng cho thấy những phản hồi tích cực của học sinh đối với việc sử dụng hồ sơ học tập điện tử như là một công cụ để thúc đẩy tính tự chủ trong học tập tiếng Anh. Tuy nhiên, học sinh cũng gặp phải một số khó khăn như là thiếu thời gian thực hiện hồ sơ học tập điện tử một cách thành thạo và thiếu các kỹ năng công nghệ. Do đó, một số đề xuất và kiến nghị được đưa ra cho các nghiên cứu tiếp theo.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 86%

The Implementation of E-Portfolios to Support Self-Directed English Learning for Secondary Students

Minh¹,

Anh²

2022

TNUJST

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“…Justus et al, (2022) argue that self-directed learning is a process that makes students responsible for planning, undertaking, and reviewing aspects of their learning process. It has also been advanced by (Zakareya & Al-Qahtani, 2020) who call this transition the biggest undertaking of the twenty-first century. Liu et al, (2020) stressed that this new pedagogical approach inspires students to engage in self-directed learning (SDL) through online learning.…”

Section: Self-directed Learning In Listening Skillmentioning

confidence: 99%

Exploring Students’ Perception on using Live worksheet as Self-directed Learning of Listening Skills in Online Education

Yusuf

Ali

2022

Utamax

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Research on the use of digital technology in promoting English Foreign Language (EFL) students’ self-directed learning of listening skills has been widely acknowledged in the literature. However, few empirical studies have been conducted on interactive worksheets as mediated instruction in the teaching of listening. This study used a qualitative method, and seventy-seven students were selected from the Education Department at State University of Makassar. This research instrument is used in interviews. Grounded in a web-based learning approach, the researchers investigated the students’ perceived experiences in conducting the “liveworksheet” website and its potential to promote their self-learning, activeness, and autonomy in listening practices. As a result, the study highlights several significant findings: students’ self-directed learning, automatic scoring, accessing the website, students’ vocabulary mastery, students’ learning autonomy, and students’ technology skills. Moreover, this study suggests employing web-based “liveworksheet” activities in a technology-mediated EFL learning environment, thus increasing their self-directed learning and ease to make distance learning happen through the website. Therefore, this study highlighted the advantages of in-making live worksheets for teachers and students in answering live worksheets which are very important to support, provide interesting learning, and get their learning outcomes

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“…Besides that, the teacher knows that self-directed learning can improve students' responsibility and give them the independence to learn. In doing the online learning process, the teacher knows that they can learn anytime and everywhere that is supported by using information and communication technologies within the line of the study from Zakareya and Al-Qahtani (2020). Those perceptions of content knowledge have the same purpose with the learning autonomy which is to give the independent learning in managing their own learning based on Holec's perspective (1981) as cited in Bravo et al, (2017), self-directed learning make the teacher ready in doing selfdirected learning.…”

Section: Influentialmentioning

confidence: 99%

Self-Directed Learning in Efl During Covid-19 Pandemic: An Analysis of Teacher’s Perceptions and Students’ Learning Autonomy

Wahyudi

Artini

Padmadewi

2021

IJLL

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The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning.

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The Effect of Webfolios on Saudi EFL Students’ Self-Directed Learning Readiness

Cited by 3 publications

References 53 publications

The Implementation of E-Portfolios to Support Self-Directed English Learning for Secondary Students

The Implementation of E-Portfolios to Support Self-Directed English Learning for Secondary Students

Exploring Students’ Perception on using Live worksheet as Self-directed Learning of Listening Skills in Online Education

Self-Directed Learning in Efl During Covid-19 Pandemic: An Analysis of Teacher’s Perceptions and Students’ Learning Autonomy

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