Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

Yanti, Made Dama; Artini, Luh Putu; Wahyuni, Luh Gede Eka

doi:10.23887/jpbi.v9i2.32014

Cited by 6 publications

(5 citation statements)

References 43 publications

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“…The previous research finding shows independent learning is no longer a reflection on post-activity because there is no feedback (Yanti et al, 2021). Accordingly, interesting material, exciting and effective learning activities are badly needed.…”

Section: Discussionmentioning

confidence: 95%

“…The Minister of Education and Culture of the Republic of Indonesia, among others, has instructed that teaching and learning activities for all levels of education in Indonesia had to learn remotely and independently from home and limited face-toface (Djalante et al, 2004;Hadriana et al, 2017). As a result, in addition to collaboration and communication as part of the characteristics of 21st-century learning, teachers must accommodate online learning strategies that can develop students' independent learning (Yanti et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Teaching listening with e-learning model to promote students’ learning independence

Wahyuni,

Hartono

2022

ajeb

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This research aims at promoting the students’ independent learning by analyzing the lecturer's ways of implementing e-learning activities in listening class and knowing the students' responses to the model. The research uses a mix-method approach; descriptive quantitative and qualitative design. The instruments used to collect the data are interviews, observation and questionnaires. The research showed that the lecturer assigns the activities to build students' independent learning with e-learning models 60% of course time in synchronous and 40% for asynchronous activities provided with interesting digitalized materials, assignments, quizzes, discussion, guidance and evaluation. The implementation of those models has been effective in supporting and enabling learners to become self-directed in their learning experiences and to have more autonomy and control over their learning. Although the use of the models has weaknesses, however, the students’ responses to this learning model lead to a positive response.

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Section: Discussionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Teaching listening with e-learning model to promote students’ learning independence

Wahyuni,

Hartono

2022

ajeb

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“…Irgatoğlu et al (2022) supported this idea, emphasizing that learning independence during the pandemic allows learners to plan, monitor, and guide their learning process through preferred methods. Similarly, Yanti et al (2021) emphasized the importance of self-directed learning in enabling learners to learn independently.…”

Section: Figure 1 Emerging Themesmentioning

confidence: 99%

Unveiling the Realm of Academic Challenges: The Elementary Learners' Experiences in Modular Learning

G. Pedriña,

Rose D Digaum,

Ann M Malcampo

et al. 2024

IJRP

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This phenomenological study delved into the academic challenges of modular learning of public-school elementary school learners. Validated In-depth interview protocol (IDI) was used to collect the data from ten (10) Grade six learners. Findings revealed that these academic challenges include unfavorable learning environments, reading comprehension issues, lack of motivation, and poor quality of printed learning modules that affect the learners' ability to comprehend and finish the module effectively. Consequently, modular learning allows learners to take responsibility for their learning by utilizing the available answers key, optimizing internet usage, scheduling time properly, and guessing answers. Considerably, the learners used face-to-face conversations, personal messages, and phone calls to communicate their educational queries. Moreover, the structure of self-learning modules facilitates independent study and complicates learners' understanding. It is recommended that there is a need to enhance policies for improving module quality, allocate sufficient funds to improve the printed module quality, conduct relevant teacher training and workshops for developing quality printed modules, and sustain the home visitation program to monitor students' modular learning progress.

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“…In short, SDL is a learning strategy where learners actively manage, direct and take responsibility for their learning with limited guidance from the teacher. 41 The CAPS expects English FAL teachers to help learners develop various language skills. They are also likely to help learners become independent lifelong readers and writers.…”

Section: Self-directed Learning and The Writing Skills Of English Fal...mentioning

confidence: 99%

Promoting Self-Directed Learning for English FAL Learners in a Rural Context: An Asset-Based Approach

Mokoena

2023

EHASS

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Providing quality teaching and learning in rural South African schools remains challenging. Seemingly, the different interventions have fallen short in addressing the challenges of teaching and learning English as an additional language in rural schools. For example, English first additional language (English FAL) learners in these schools have poorly developed writing skills. Despite studies addressing this challenge, research on applying the asset-based approach to promote self-directed learning for English first additional language learners in a rural context remains scarce. Using writing as an example, this study explores how an asset-based approach could promote self-directed learning for English first additional language learners in a rural context. The paper adopted a qualitative research approach and employed a descriptive case study design. Free attitude interviews, focus group discussions, and document analysis were used to generate data from twenty-two English FAL learners from one rural high school. For analysis, the responses were analysed thematically. The findings revealed various factors that prevent English FAL learners from learning autonomously to improve their writing skills. In addition, the study reported that there are assets in the homes of English FAL learners that can help them learn autonomously to improve their writing skills. Finally, the study found that incorporating self-directed learning improves English FAL learners’ writing skills. The paper concluded that the asset-based approach can be used to promote self-directed learning for English FAL learners in a rural context. Keywords: English Foreign Language, Asset-Based Approach, Rural Education, Self-Directed Learning, Writing Skills, Rural Schools

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Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

Cited by 6 publications

References 43 publications

Teaching listening with e-learning model to promote students’ learning independence

Teaching listening with e-learning model to promote students’ learning independence

Unveiling the Realm of Academic Challenges: The Elementary Learners' Experiences in Modular Learning

Promoting Self-Directed Learning for English FAL Learners in a Rural Context: An Asset-Based Approach

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