Investigation of Self-directed Learning Performance of Undergraduate Students in English Writing Course

Abstract

            This study aimed 1. to investigate self-directed learning performance (i.e. self-management, self-monitoring, using additional learning tools, seeking assistance from others, and motivation) of undergraduate students with three different levels of writing proficiency (high, medium, and low) in English writing course and 2. to compare self-directed learning performance of undergraduate students with different levels of writing proficiency. This study used a mixed method; quantitative and qualitative in order to respond to the objectives of the study. The participants in this study were fifty-three English major students who studied Academic Writing course. The data were collected by using self-directed learning performance questionnaire and semi structured interview. The data were analyzed by using percentage, means, standard deviation, F-test, and thematic analysis.

            The findings were as follows:

1. Self-directed learning performance of the students with high writing proficiency was at high level in the aspects of self-management, self-monitoring, using additional learning tools, and motivation whereas they had low level of seeking assistance from others. The students with medium writing proficiency had high self-directed learning performance in self-management, self-monitoring, and using additional learning tools while their seeking assistance from others and motivation were at moderate level. For low writing proficiency students, they had high level in using additional learning tools. However, their self-management, self-monitoring, and motivation were at moderate level, and their seeking assistance from others was low.
2. The mean scores of self-monitoring and motivation of high writing proficiency students were significantly higher than medium and low proficiency students at .05 level. However, there were no statistically significant differences at .05 level in self-management, using additional learning tools, and seeking assistance from others among three groups of students.

            The findings will be beneficial for teachers or researchers who want to enhance students to be self-directed learners in learning English writing by integrating self-directed learning processes such as self-management, self-monitoring, and motivation into their teaching strategies through online learning.