Learning Behaviors and Strategies Influencing English Self-Directed Learning Achievement among Thai Undergraduate Students Using an Online Program
Article Sidebar
Main Article Content
Abstract
This mixed-methods study examined self-directed learning behaviors and strategies that influence English language achievement according to the university criteria through the English Discovery Online (EDO) program at Rajamangala University of Technology Lanna, Tak. The research objectives were (1) to investigate the behaviors of RMUTL Tak undergraduates associated with achievement in English self-directed learning through the EDO program, and (2) to study which learning strategies students use the most to achieve in English self-directed learning through the EDO program. The research involved 49 of 938 first-year undergraduates who completed a placement test, ten-unit exercises, a summary post-test, and showed growth in CEFR proficiency during the 2024–2025 academic year, and was guided by Garrison’s (1997) theoretical framework, consisting of self-management, self-monitoring, and motivation. Qualitative data were collected through 6 in-depth interviews to answer the first research question, while quantitative data were obtained through questionnaires to address both research questions. The qualitative results revealed that successful learners depended heavily on both internal and external factors, such as strong motivation, effective time management, self-monitoring, the use of artificial intelligence (AI), external translation tools, and instructor-granted bonuses. Notably, the quantitative results revealed that using additional digital tools such as ChatGPT, Gemini, and Google Translate was ranked highest among learning strategies (M = 4.41, S.D. = 0.66). The findings showed a gap between SDL theory and practice. Although Garrison (1997) emphasized intrinsic motivation, students often relied on external supports like AI tools and instructor incentives. This suggests SDL has evolved into a hybrid form, and online self-study may require external motivation to be effective.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารคณะศิลปศาสตร์ มหาวิทยาลัยแม่โจ้ ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยแม่โจ้ ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่จะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษรReferences
Agah, J. J., Ocheni, C. A., Ezugwu, I. J., Nnaji, A. D., Nnenanya, G. C., & Eke, J. C. (2024). Application of item objective congruence index (ioc-index) for proper alignment of 2020 physics wassce items with objectives and content. Journal of education. 9(1), 57-63.
Arndt, J. D. (2017). Self-directed learning for English language learners. The Center for ELF Journal, 3, 38–58. https://doi.org/10.15045/ELF_0030105
Artino, A. R., & Jones, K. D. (2018). Factors influencing success in self-directed online learning programs. Journal of Educational Technology Systems. 46(1), 35–53. https://doi.org/10.1177/ 0047239517750187
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology. 3(2), 77-101.
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.
Chaikhirin, A., Pimpa, W., & Buanil, W. (2025). Developing English for Daily Life Communication Skills by Using Self-directed Learning Methods. Journal of Academic and Research, Northeastern Universit. 15(2), 217–228.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika. 16(3), 297–334.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement. 20(1), 37–46. https://doi.org/10.1177/001316446002000104
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Edusoft. (n.d.). English Discoveries Online. Retrieved January 1, 2025, from http://www.edusoft.co.th/ index.php/th/2015-03-18-04-58-39
ETS Global. (2024). English Discovery Online: Enhancing English language skills through technology. Retrieved from https://etsglobal.org
Fukuda, A. (2022). The development of a self-regulated second language learning questionnaire for an L2 self-study setting. The Journal for the Psychology of Language Learning. 4(2), 1–17.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly. 48(1), 18–33.
Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. npj Science of Learning. 1(1), 1–13.
Huang, T. (2023). Factors affecting students’ online courses learning behaviors. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11882-7
Jarmonmarn, S. (2022). The development of online learning to promote using skills of digital technology to education for undergraduate students in education programs Srinakharinwirot University. http://ir-ithesis.swu.ac.th/dspace/handle/123456789/2830
Kongyai, S. (2023). A study of self-directed learning in online English reading of high school students participating in computer-assisted language learning training [Master’s thesis]. Chulalongkorn University.
Knowles, M. S. (1975). Self-directed learning (Vol. 291). New York: Association Press.
Likert, R. A. (1961). New patterns of management. New York: McGraw-Hill Book Company Inc.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.
Ministry of Higher Education, Science, Research and Innovation (MHESI). (2024). Announcement of the Higher Education Standards Committee on the Policy for Enhancing English Language Standards in Higher Education Institutions. https://www.ops.go.th/th/ches-downloads/edu-standard/item/9625-2567
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Nguyen, V. T. (2020). Factors affecting students' self-learning ability and the effectiveness of self-learning activities. International Journal of Mechanical and Production Engineering Research and Development. 10(3), 7315–7326. https://doi.org/10.24247/ijmperdjun2020691
Oxford, R. L. (2011). Strategies for learning a second or foreign language. Language teaching. 44(2), 167-180.
Pham, N. T. (2020). Factors influencing interaction in an online English course in Vietnam. VNU Journal of Foreign Studies. 36(3), 149–163.
Poomarin, W., Meeprom, B., Teptong, N., Sittironnarit, S., Worakul, K., Chinsri, C., & Tapin, J. (2020). Impact of learning attitudes on learning behavior of students in Rajamangala University of Technology Thanyaburi. Journal of Language and Arts. 15(2), 29–42.
Puripunyavanich, M. (2022). The implementation of a large-scale online extensive reading program in Thailand: From decision-making to application. LEARN Journal: Language Education and Acquisition Research Networ. 15(1), 320–360.
Sadeghi, N., Janatolamakn, M., Rezaeian, S., Rashi, M., & Khatony, A. (2024). Exploring self-directed learning readiness and related factors: The role of time management skills in nursing students. BMC Medical Education. 24, 1088. https://doi.org/10.1186/s12909-024-06083-w
Seesasua, P. (2016). Development of online learning on English reading comprehension for Matthayomsuksa 3 students [Master’s thesis]. Rajamangala University of Technology Thanyaburi.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology. 19(4), 460–475.
Smith, J. (2021). Self-directed learning in digital contexts. Journal of Educational Technology. 18(4), 77–89.
Song, D., & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education. 3(1), 1205838. https://doi.org/10.1080/2331186X.2016. 1205838
Suntornsawate, P. (2022). The use of online tools for developing English reading skills. Warasan Khru Sat Parithat. 9(3), 38–55.
Thannimalai, R., & Raman, A. (2018). The influence of principals' technology leadership and professional development on teachers' technology integration in secondary schools. Malaysian Journal of learning and Instruction. 15(1), 203-228.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
