The Students’ Self-Directed Learning in English Foreign Language Classes During the Covid-19 Pandemic

Dwilestari, Savitri; Zamzam, Ahmad; Susanti, Ni Wayan Mira; Syahrial, Edy

doi:10.29303/lisdaya.v17i2.42

Cited by 9 publications

(13 citation statements)

References 5 publications

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“…First, the findings revealed that the EFL students felt that the support of their families was the highest level of social support they have received; thus played a significant role in their academic success. Such finding corresponds with (Ashadi et al, 2022;Aghayani and Janfeshan, 2020;Dewi, Marlina and Supriyono, 2019;Du Toit-Brits, 2018;Dwilestari, 2021;Murniati, Hartono, and Nugroho, 2023) who found that EFL students who received social support from family members or teachers at schools exhibited high level of SDL. This type of support allow EFL students to interlink with their family members, teachers, society, and environment; thus, help the EFL shape their SDL experience, and understand the process to use acquired skills for lifetime learning.…”

Section: Discussionsupporting

confidence: 77%

“…Besides, it revealed that the efficient segment of teachers' assistance is a crucial factor in enhancing students' self-regulation skills against the backdrop of disorganization in the conventional training system. Likewise, Dwilestari (2021) explored the overlap of the challenges and opportunities in schools by testing the implications of SDL in the context of English as a foreign language class during the pandemic. The study described flexible learning techniques and social companions as the most important factors for the success of classroom transformation.…”

Section: Theoretical Background and Related Studiesmentioning

confidence: 99%

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

Alnajjar,

Alkhutaba,

Alkhatbah

2024

Intl. J. Rel.

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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.

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Section: Discussionsupporting

confidence: 77%

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.

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“…Some students who live in rural areas admit to having difficulties due to poor internet connections and not being used to the implementation of ICT-based learning. This statement is supported by a study by Dwilestari, (2021) which states that in these situations, it will clearly make a big difference in the field of education. One of the common challenges that students faced via online learning is poor internet connection.…”

Section: Introductionmentioning

confidence: 81%

Students’ Perspectives on the Usefulness of ICT -Based Learning by Using Technology Acceptance Model (TAM)

Amrullah,

Lail,

Sumayani

et al. 2023

Eralingua

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Abstract. In this new era, teaching and learning activities have been associated with the use of Information and Communication Technology (ICT). In the context of English language learning, ICT is a resource and tool for supporting students in their learning process. With the use of different English learning activities, ICT offers students a range of sources to obtain authentic content and improve their language abilities. This research aims to analyze the English as a Foreign Language (EFL) students’ perspectives on the use of ICT-based learning in their learning activities and the contribution of ICT-based learning to the learning activities. This is a quantitative descriptive study. The Technology Acceptance Model (TAM), developed by Davis (1985) and improved version used in ELT classroom activities by Castro (2019) were incorporated in this study. 31 students from the English language Department of University Mataram were the sample of the study. The data were gathered using three instruments which are online questionnaire, interview, and documentation. The instruments used in this study to examine the perspectives of EFL students on ICT-based learning. The findings are analyzed using SPSS, and Spearman's Rho test. This is to determine how closely the two variables (ICT and Learning English} are related. The findings showed that the majority of the students have positive perspectives on ICT-based learning because it is relatively easy to use, and learning activities is significantly correlated with its usefulness. Given that the two variables in the data have a linear relationship and a positive correlation coefficient (0.665). Thus, it can be concluded that the better ICT quality improves, the better the quality of students' English learning.Keywords: English as a Foreign Language (EFL), Students Perspectives, Information and Communication Technology (ICT), Technology Acceptance Model (TAM)

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“…Students' self-directed learning in English (foreign language) [56], Challenges and opportunities in online distance learning [57], Digital engagement and academic functioning [58], and Effects of the COVID-19 pandemic on k-12 education [59] are the topics of the articles considering two of the three variables to be positive and one of them negative (see Table 1). For the articles that looked at student's self-directed learning in English when studied as a foreign language, and the one concerned with the effects of the COVID-19 pandemic on K-12 education, both self-directed learning and mental health were found to be positive while online learning had a negative effect on the students.…”

Section: Two Positive One Negativementioning

confidence: 99%

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

Nash

2023

COVID

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During COVID-19, self-directed learning, contrasted with standardized learning, became a necessary and promoted learning method in public schools—one potentially supportive of mental health regularly in public schools through the use of online learning. This is important because negative mental health has been classified as a global crisis, with the highest and lowest student achievers recognized as at greatest risk. Therefore, the conditions under which public school students’ mental health has been improved, leading to positive psychosocial outcomes, are relevant. Studies have identified that positive psychosocial outcomes in this regard require self-initiation of students’ self-directed learning. Also necessary is a reduction in the standardized expectations of parents to lead to positive psychosocial outcomes. Unknown is what research identifies the relevance of both self-initiated self-directed online learning and a reduction in parental expectations of standardization. To investigate this, self-directed learning, online learning, mental health, public schools, and COVID-19 were keywords searched following PRISMA guidelines for scoping reviews. The result: few returns considered either factor and those that did reinforce the need for both. The conclusion: self-initiated self-directed online learning supported by public schools and parents should be central in the aim of reducing the mental health crisis in students post COVID-19.

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The Students’ Self-Directed Learning in English Foreign Language Classes During the Covid-19 Pandemic

Cited by 9 publications

References 5 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

Students’ Perspectives on the Usefulness of ICT -Based Learning by Using Technology Acceptance Model (TAM)

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

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