The Relationship Between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran

Mohammadi, Parinaz; Araghi, Seyed Mahdi

doi:10.37237/040202

Cited by 11 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, other studies looked at the relationship between social support and EFL students' self-directed learning (SDL) skills in different learning contexts. For instance, Mohammadi and Araghi (2013) explored the relationship between EFL learners' self-directed language learning readiness and course accomplishment in English courses in online education setting in Iran. The study detected a positive relationship between SDL and course accomplishment, which means that individuals' involvement and self-discipline play a vital role in the achievement of the students' academic objectives in the EFL context.…”

Section: Theoretical Background and Related Studiesmentioning

confidence: 99%

The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

Alnajjar,

Alkhutaba,

Alkhatbah

2024

Intl. J. Rel.

View full text Add to dashboard Cite

This study aims to examine the effects of social support on EFL students’ self-directed learning (SDL) skills. Thus, a mixed-methods approach was adopted to design the study and answer the research questions: (1) What is the level of social support and self-directed learning skills among EFL students? (2) Is there a correlation between social support and self-directed learning skills among EFL students? (3) Does the gender of EFL students affect the level of their social support and self-directed learning skills? (4) In what ways does the relationship between social support and self-directed learning skills impact FLL? Data was collected via two sources (surveys and focus group interview) in which two hundred 367 students—199 male and 168 female—from the department of English language and literature at Mut'ah University participated in this study. First, the study findings revealed that family support scored the highest among other types of social support. Second, the assessment of the learning process was the most important among all SDL skills. Third, a significant positive correlation was found between social support and self-directed learning skills. Lastly, a significant difference in both levels of social support and self-directed learning skills among the EFL students, in favor of female students, was detected. Furthermore, the study offered implications for educators, EFL teachers, and policymakers.

show abstract

Section: Theoretical Background and Related Studiesmentioning

confidence: 99%

The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

Alnajjar,

Alkhutaba,

Alkhatbah

2024

Intl. J. Rel.

View full text Add to dashboard Cite

show abstract

“…The distinction he made was between discovery and consolidation strategies. Determination strategies are employed when the learner discovers the meaning of a new term without reference to someone's experience (Schmitt, 1997;Mohammadi, 2011). Learners may, for example, use context, structural understanding of the language, and guides or recourses to predict the meaning of a new term.…”

Section: Vocabulary Learningmentioning

confidence: 99%

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Aljurbua¹

2021

AWEJ

View full text Add to dashboard Cite

Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need such as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images & sounds (AIS) learning strategies are the second and the third most highly used strategies among the students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML and RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.

show abstract

“…Apart from reflecting on what self-directed learning implies, as has been discussed above, scholars in the field have focused their attention on at least two other issues, namely the extent to which it could be applied in various disciplines or subjects (cf. Zou & Mickleborough 2015 in engineering;Liddell 2008 with respect to executive women in charitable organisations; Schwalbe 2010 and Lee & Teo 2010 in information and communication technology; Zimmerman & Bandura 1994 in academic writing; Victori & Lockhart 1995;Mohammadi & Mahdi Araghi 2013 in language learning) and the extent to which its advantages could be harnessed in teaching method (cf. Yusof et al 2015; Having said all of this about self-directed learning, the question now arises: on what view of reality (ontology and cosmology), the human being (philosophical anthropology), society (societal relationship theory), knowledge (epistemology) and values (axiology) has this method of selfdirected learning been founded (also cf.…”

Section: Forewordmentioning

confidence: 99%

Student support through cooperative base groups and its contribution to the development of selfdirected learning skills

Lubbe¹,

Mentz²,

Petersen³

2016

Self-Directed Learning Research: An Imperative for Transforming the Educational Landscape

View full text Add to dashboard Cite

This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.

show abstract

The Relationship Between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran

Cited by 11 publications

References 4 publications

The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

The Impact of Social Support Systems on EFL Students Self-Directed Learning Skills

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Student support through cooperative base groups and its contribution to the development of selfdirected learning skills

Contact Info

Product

Resources

About