NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ952419
Record Type: Journal
Publication Date: 2011-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1544-0389
Developing the Self-Directed Learning Instructional Model to Enhance English Reading Ability and Self-Directed Learning of Undergraduate Students
Wichadee, Saovapa
Journal of College Teaching & Learning, v8 n12 p43-52 Dec 2011
The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process consisted of a review of literature, the design of the learning model, and evaluation of its effectiveness by experts' validation and implementation of the model in the classroom. The research instruments included 1) the Honey and Mumford's Learning Style Questionnaire used to divide the students into four groups: activist, reflector, theorist, and pragmatist, 2) self-directed learning readiness scale created by Guglielmino, 3) a reading comprehension test, and 4) an opinion questionnaire towards self-directed learning. Over 12 weeks, the designed Self-directed Learning Instructional Model was employed with 120 students enrolled in Fundamental English I course in the first semester of 2010 academic year. Then the data were analyzed by mean, standard deviation, t-test, and One-way Analysis of Variance. Regarding the effectiveness of instructional model, the experts accepted that the model was appropriate. From implementing the model in class, it was found that the English reading proficiency mean scores of the post-test of students in four learning styles were significantly higher than those of the pre-test (p less than 0.05). Moreover, the post-test mean scores of self-directed learning ability of students in four learning styles were significantly higher than the pre-test mean scores (p less than 0.05). The students had a high level of opinion towards self-directed learning. The findings suggest that self-directed learning environment be provided for students to enhance their reading skill and self-directed learning ability. (Contains 10 tables.)
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand (Bangkok)