MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- TRAN THI THANH GIANG INVESTIGATION OF EFL STUDENTS’ READINESS FOR SELF-DIRECTED LEARNING IN A HIGH SCH
INTRODUCTION
Background of the study
English plays a crucial role worldwide, influencing various aspects of daily life Mastery of the English language is vital for international relations, facilitating effective communication, gaining access to global information, enhancing educational opportunities, and achieving success in business.
In Vietnam, English is the primary foreign language, taught extensively in schools as a mandatory subject in the standard education curriculum It is viewed as a fundamental skill that facilitates the dissemination of contemporary news and scientific advancements Proficiency in English enables individuals to access a wide range of information, thereby enhancing their academic and career opportunities (Doan & Hamid, 2021).
In today's educational landscape, technological proficiency is crucial for both students and teachers Internet technologies provide a wide range of accessible resources that enhance language acquisition and allow students to access learning materials anytime and anywhere This accessibility not only improves educational practices but also promotes personal and academic growth, encouraging active engagement in self-directed learning within a technology-enriched environment (Fahnoe & Mishra, 2013).
Self-directed learning (SDL) is essential for improving students' English proficiency by addressing educational gaps and promoting autonomy and engagement This approach empowers students to transition from passive learners to active participants in their educational journey, taking ownership of their learning tasks instead of relying solely on external sources Additionally, it is crucial for educational leadership to cultivate SDL among students to equip them for future workforce demands and career success.
Vietnam is undergoing significant educational reforms in response to the global shift towards competency-based education and lifelong learning The new national general education curriculum requires teachers to have strong professional competencies to effectively update educational content and teaching methods As a result, pedagogical institutions are redesigning their training programs to equip future teachers with essential skills for implementing the curriculum A crucial aspect of these revised programs is promoting self-directed learning (SDL) among students, which aims to improve academic performance and prepare them for successful teaching careers.
The COVID-19 pandemic has dramatically transformed education worldwide, leading to school closures and a shift to distance learning that integrated technology into teacher-student interactions and enhanced academic achievement (Onyema et al., 2020) This rapid technological evolution, alongside the vast availability of information, has reshaped educational landscapes (Lubbe et al., 2021) Advanced technological tools, such as online platforms and mobile applications, have become essential for self-directed language learning, offering flexibility and diverse instructional methods while facilitating interaction with global language communities These tools immerse learners in various linguistic contexts and authentic communication practices, which are vital for improving language proficiency As technology continues to evolve, its role in supporting self-directed learning is expected to grow, providing innovative and engaging ways for learners to master new languages (Masrul & Yuliani, 2024).
Students must enhance their readiness for self-directed learning (SDL), which has gained prominence in the context of lifelong learning This evolution underscores the growing importance of SDL methods, making them essential in today’s educational landscape (Abdou et al., 2021).
Statement of the problems
In today's society, students need essential skills for academic and professional success, with self-directed learning (SDL) emerging as a key focus for educators globally Research has shown that SDL effectively engages learners as active participants in their education, promoting adaptability and success Moreover, SDL recognizes and caters to the diverse needs of individual students, making it a valuable approach in modern education.
SDL is gaining traction due to the rising need for skills to thrive in a fast-evolving, tech-driven global landscape (Mentz & Bailey, 2020) Hawkins (2018) noted that English language learners can significantly benefit from SDL However, despite the growing evidence supporting SDL's advantages in language education worldwide, research on its application within Vietnam's high school education system is still scarce, with limited studies focusing on SDL among Vietnamese high school students learning English as a Foreign Language (EFL).
This study examined the self-directed learning (SDL) readiness of English as a Foreign Language (EFL) students using Dang's (2022) Self-Directed Learning Readiness Scale (SDLRS) Data were collected through a survey conducted among grade 10, 11, and 12 students at Ngo Gia.
Tu High School in Tay Ninh province.
Research aims
This study investigated the readiness for self-directed learning (SDL) among EFL high school students at Ngo Gia Tu High School in Tay Ninh province, Vietnam It evaluated the students' preparedness to participate in SDL, a crucial factor for their academic success and personal development in a technology-enhanced educational landscape.
The research explored the variation in self-directed learning readiness (SDLR) levels among EFL students across grades 10, 11, and 12 By analyzing these differences, the study aimed to uncover patterns and relationships that could enhance educational practices and support the creation of targeted teaching strategies for diverse learner groups.
The study offers a comprehensive analysis of self-directed learning readiness (SDLR) among high school students in Vietnam within the framework of English as a Foreign Language (EFL) education Its findings highlight the significance of integrating self-directed learning strategies into the EFL curriculum, providing valuable insights for educators, curriculum developers, and students alike.
By highlighting students’ readiness levels, this research contributes to ongoing discussions about fostering lifelong learning skills and promoting SDL as a crucial part of education in Vietnam.
Research questions
This research assessed the preparedness of high school students at Ngo Gia Tu High School in Tay Ninh province for self-directed learning (SDL) The study specifically focused on identifying key factors influencing students' readiness for SDL.
1 What are the levels of readiness for self-directed learning among EFL students at Ngo Gia Tu High School?
2 Is there a difference in self-directed learning readiness across grades 10,11 and 12?
Significance of the study
This study investigates the readiness of high school students in Tay Ninh province for self-directed learning (SDL) within the context of English as a Foreign Language (EFL) By focusing on an often underrepresented population, it provides valuable insights that enhance global understanding of SDL The research contributes to international discussions on SDL in EFL education, highlighting both theoretical and practical implications relevant to local and global contexts.
This study offers significant insights into Self-Directed Learning Readiness (SDLR) among English as a Foreign Language (EFL) high school students, highlighting its importance in education In an era where lifelong learning and adaptability are crucial, fostering SDLR equips EFL students with essential skills such as independence, problem-solving, and critical thinking, which benefit them academically and personally The findings reveal the current level of SDLR among Vietnamese high school students, indicating their preparedness for independent learning in today’s evolving educational environment.
This study contributes to the expanding body of literature on self-directed learning (SDL) in high school education, particularly in Vietnam, where research has predominantly focused on university students By investigating SDL across various high school grade levels, the research fills a crucial gap in understanding how self-directed learning readiness (SDLR) differs among students The findings offer valuable insights for educators, enabling them to tailor their teaching strategies to better support students at different educational stages.
The study highlights the importance of understanding factors that influence self-directed learning readiness (SDLR) in order to inform the development of effective school curricula By leveraging these insights, educators, policymakers, and school leaders can foster learning environments that empower students to take charge of their education The findings suggest implementing strategies such as project-based learning, personalized learning plans, and technology integration, which can enhance academic performance and better equip students for future educational and professional endeavors.
This study is particularly significant in the post-COVID era, as online and blended learning have gained prominence The pandemic has highlighted the need for students to take more responsibility for their educational journeys By exploring Self-Directed Learning Readiness (SDLR) in this new context, the research aims to inform future educational reforms that prioritize flexibility, self-motivation, and digital learning skills as essential elements of contemporary education.
This research significantly enhances the understanding of Self-Directed Learning Readiness (SDLR) in high school students learning English as a Foreign Language (EFL) It offers valuable recommendations to foster student independence and presents practical strategies to improve teaching methods and curricula, ultimately supporting lifelong learning.
Structure of the thesis
The study comprises five chapters, starting with Chapter 1, which sets the research context, outlines the problem statement, and defines the purpose and research questions, along with its significance and structure Chapter 2 delves into the theoretical framework, emphasizing Self-Directed Learning (SDL) and Self-Directed Learning Readiness (SDLR), including their definitions, importance in education, especially in English language learning, Garrison’s model, factors affecting readiness, measurement tools for SDLR assessment, and a review of relevant literature Chapter 3 details the research methodology, including the design, participants, instruments, and data collection and analysis procedures Chapter 4 presents the findings and discusses their implications in relation to existing research Finally, Chapter 5 summarizes the key findings, acknowledges limitations, offers recommendations for educators and curriculum developers, and suggests avenues for future research.
Chapter summary
This chapter introduces the significance of English as a vital foreign language in Vietnam, emphasizing its global importance and the role of technology in enhancing education through Self-Directed Learning (SDL) The research specifically addresses the readiness of EFL high school students in Tay Ninh province to engage in SDL for English learning It outlines key research questions and objectives, highlighting the necessity of understanding SDL readiness among students in grades 10, 11, and 12 Additionally, the chapter provides an overview of the thesis structure and content.
LITERATURE REVIEW
Self-directed learning
Self-Directed Learning (SDL) has gained significant attention in educational literature, highlighting the importance of learners' active participation and responsibility in managing their educational journeys (Phillips et al., 2015; Knowles, 1975) SDL empowers learners to independently identify their goals, develop instructional methods, and select appropriate resources and strategies while evaluating their outcomes with minimal external support (Ramadhanty et al., 2023) This approach encourages learners to take leadership roles and maintain control over their learning processes (Morrison & McCutcheon, 2019) Ultimately, SDL fosters curiosity, autonomy, and self-regulation, enabling learners to engage actively in planning, executing, and critically assessing their educational experiences (Hill et al., 2020; Sletten, 2017).
Self-Directed Learning (SDL) is defined as an attitude that empowers individuals to take control of their learning journey, encompassing critical thinking, planning, execution, and evaluation of academic experiences (Olivier & Wentworth, 2021) This mindset fosters goal-oriented focus and promotes independent work among learners Additionally, SDL is linked to specific personality traits that shape students' learning preferences and their readiness to assume responsibility for their actions and thoughts as learners (Alfian, 2019).
According to Sun et al (2023), Self-Directed Learning (SDL) provides a direct method for examining the relationship between learning and technology Conversely, Morris and Rohs (2023) contend that SDL empowers students to take charge of their educational journey by planning, executing, and evaluating different facets of their learning experience.
Self-Directed Learning (SDL) is a process where students take personal responsibility for their education, fostering self-management and self-monitoring to enhance information processing (Loeng, 2020) This approach empowers learners to achieve and recognize meaningful learning outcomes, positioning them as key players in their educational journey SDL emphasizes the importance of students identifying their own learning needs and goals, as well as evaluating their learning achievements (Sulaiman et al., 2021).
Garrison's model (1997) identifies three key dimensions of self-directed learning (SDL): self-monitoring, self-management, and motivation To achieve meaningful learning outcomes, Garrison emphasizes that learners must exhibit motivation, take responsibility for their learning, and participate in collaborative leadership, focusing on both cognitive (self-monitoring) and contextual (self-management) processes.
Motivation is crucial for initiating and sustaining learning efforts According to Garrison (1997), motivation can be divided into two categories: task motivation and intrinsic motivation Task motivation involves the ability to stay focused and persistent in pursuing educational goals, whereas intrinsic motivation is characterized by a commitment to a specific goal and the planning of necessary actions to achieve it.
(Responsibility for process of learning)
(Control of what and how to learn)
Figure 2.1 Dimensions of self-directed learning (Garrison, 1997)
Garrison’s model of Self-Directed Learning (SDL) emphasizes the importance of students taking responsibility for their own educational journeys, collaborating with peers, and monitoring their progress It underscores the value of engaging in learning activities outside the classroom and sustaining motivation A self-directed learner sets personal goals, identifies and utilizes essential resources, and critically evaluates their learning outcomes By developing these skills, students enhance their ability to navigate their educational experiences and achieve academic success.
Figure 2.2 Relationships between Garrison’s (1997) self-directed learning dimensions (Parkes, 2021)
2.1.3 Importance of self-directed learning
Self-Directed Learning (SDL) has been recognized for its significance over the past four decades, offering benefits such as increased trust, independence, motivation, and preparation for lifelong learning Understanding how students think and are motivated is essential for SDL's effectiveness, as it relies on self-motivation and various strategies to achieve academic goals (Khalid et al., 2020) This approach enables students to pinpoint their specific learning needs according to their field's demands Additionally, SDL fosters the development of self-monitoring and self-assessment skills, which are crucial for attaining professional competence (Wong et al., 2021).
In the twenty-first century, the exponential increase in knowledge and information, along with advancements in communication technology, poses significant challenges for learners Keeping pace with the overwhelming amount of information and effectively utilizing technological innovations are key hurdles Moreover, traditional education and training methods are increasingly inadequate in addressing the evolving needs of learners.
Self-directed learning (SDL) is increasingly vital in our rapidly changing information age, as highlighted by Toh and Kirschner (2020) Guglielmino (2008) stresses that SDL is essential for individuals to effectively navigate this fast-paced society, where the ability to adapt and continuously learn is crucial for maintaining a competitive edge.
Self-directed learning (SDL) is essential for college students, as it fosters independent learning and active engagement, regardless of time and location (Cohen, 2012) This is especially critical for future educators in education colleges, who must develop SDL skills to navigate the ever-evolving landscape of knowledge in their field (Johnson, 2009) Johnson further emphasizes the need for professional development programs aimed at second language teachers, equipping them with the collaborative and exploratory skills necessary to adapt to the changing educational environment.
Connor (2004) highlights the significance of shifting the responsibility for learning from educators to students This shift to self-directed learning (SDL) empowers learners to take charge of crucial aspects of their education, including effort, note-taking, and time management.
To effectively promote self-directed learning (SDL) among students, educators should create opportunities for them to monitor and revise their work, reflect on their thought processes, and enhance their learning strategies According to Rossi and Singh (2007), SDL extends beyond adult learners, adapting to the changing demands of society and education Smith (2002) emphasizes that andragogy, or student-centered learning, encourages a proactive, inquiry-based approach that fosters autonomy Ultimately, SDL aligns with our natural psychological development, cultivating a sense of responsibility in learning, which is crucial for maturity.
Huda and Sulistyaningrum (2022) emphasize that Self-Directed Learning (SDL) is an effective instructional method that enhances learners' knowledge and skills through diverse language learning strategies This approach enables students to take an active role in their education by independently assessing and tracking their own progress.
Self-Directed Learning (SDL) is an essential element of education, empowering students to take charge of their academic journeys by choosing the knowledge and skills they want to develop (Kohan et al., 2017; Robinson and Persky, 2020).
2.1.4 Self-directed learning in English language education
Self-directed learning readiness
Learner readiness is defined as a student's ability to acquire knowledge and adapt behaviors for effective learning outcomes (Chorrojprasert, 2020) To maximize the benefits of classroom interventions, students must be consistently prepared and capable of engaging in the learning process Self-Directed Learning (SDL) is an instructional method that empowers learners to autonomously manage their educational activities and outcomes (Ballad et al., 2022) This process involves identifying learning needs, setting goals, sourcing relevant materials, applying effective strategies, and evaluating progress (Taylor et al., 2023) The effectiveness of SDL relies on characteristics such as self-confidence, critical thinking, curiosity, and decision-making skills, collectively termed Self-Directed Learning Readiness (SDLR) SDLR reflects an individual's readiness and capacity to engage in SDL independently, highlighting their motivation, willingness, and preparedness to take charge of their learning without direct supervision (Dogham et al., 2022).
Self-Directed Learning Readiness (SDLR) is defined as the degree to which students possess the skills and abilities to engage actively in self-directed learning (El-Gilany & Abusaad, 2013) It encompasses the attitudes, skills, and personal traits essential for effective SDL engagement (Tagawa, 2008) Furthermore, SDLR levels differ among students, indicating varying degrees of readiness for self-directed learning (Shaikh, 2013).
Students' readiness for self-directed learning (SDL) is vital for its successful implementation, as highlighted by Farokhi et al (2002) Yang and Jiang (2014) emphasize that SDL is an effective method for promoting lifelong learning, boosting confidence, and developing competence in clinical practice, all of which depend on individuals' preparedness for SDL.
(2020) argue that developing readiness for SDL enables individuals to fulfill their potential, enhance their knowledge and abilities, and pursue their passions independently and enthusiastically
2.2.2 Levels of self-directed learning readiness
Understanding students' self-directed learning (SDL) is essential for teachers to offer effective guidance and foster student autonomy in educational settings (Grow, 1991) SDL exists on a continuum, meaning that while everyone has some level of self-direction, students vary in their readiness for SDL (Shaikh, 2013).
According to Klunklin et al (2010), the SDLR level is crucial for evaluating students' abilities, benefiting students, educational institutions, and educators alike It offers reliable, scientific evidence that informs the development of tailored solutions for adult learning, aiming to enhance learning opportunities and create a supportive educational environment Additionally, it sets criteria for assessing readiness levels, which include the highest, high, moderate, low, and lowest levels.
According to Williamson (2007), students display varying degrees of self-directed learning (SDL), which are influenced by their individual capabilities He classifies SDL into three categories: high, moderate, and low SDL Students with higher SDL levels are more likely to effectively tackle challenges encountered during their learning journey Therefore, evaluating students' SDL levels is crucial for increasing their awareness of its importance and improving their problem-solving skills in an educational setting Table 2.1 outlines these SDL levels along with their respective interpretations.
Table 2.1 Levels of self-directed learning and their interpretations
Teacher guidance is essential, and specific areas requiring improvement should be identified, along with potential adjustments or restructuring of learning methods
This marks the halfway point in becoming a self-directed learner
To make further progress, it is essential to identify and evaluate areas requiring improvement If necessary, a strategy should be developed and implemented with the guidance of an instructor
This suggests successful SDL The goal is to sustain progress by identifying students’ strengths and strategies to further enhance their ability to engage in effective SDL
Ummah (2016) emphasizes the importance of self-directed learning (SDL) for academic success, noting that it necessitates proactive involvement from students Higher levels of SDL correlate with increased participation in self-initiated educational activities, while lower engagement indicates reduced SDL skills This implies that students' SDL abilities are evident in their choice of activities Consequently, it is crucial for students to select relevant and effective learning methods to effectively reach their SDL objectives.
2.2.3 Self-directed learning readiness scale instrument
Research by Peine et al (2016) indicates that self-directed learning (SDL) is more effective than traditional teaching methods in enhancing student performance Thus, assessing students' readiness for SDL early on is crucial (Sullivan et al., 2015) Various tools have been created to evaluate SDL abilities, which are considered essential (Tao et al., 2015) The SDL instrument empirically measures learners' SDL capacity (Kranzow & Hyland, 2016) Hussain et al (2019) describe the Self-Directed Learning Instrument, a Likert-scale questionnaire aimed at assessing students' readiness for SDL Additionally, Chou and Chen (2008) emphasize the SDLRS, a validated tool that evaluates individuals' attitudes, skills, and personality traits necessary for SDL.
Various scales have been created globally to evaluate readiness for Self-Directed Learning (SDL) Among these, the Self-Directed Learning Readiness Scale (SDLRS) developed by Fisher et al in 2001 stands out, along with an alternative scale for assessing SDL readiness This scale includes 40 statements that focus on essential components like self-management, learning motivation, and self-control Participants rate how often each statement applies to them using a five-point Likert scale, ranging from "never" to "always."
The SDLR score is determined by a point system where responses are rated from one to five, corresponding to frequency: one point for "never," two for "seldom," three for "sometimes," four for "often," and five for "always." This scoring system yields a total score between 40 and 200, with scores above 150 reflecting a strong readiness for self-directed learning (SDL).
Fisher et al.'s SDLRS, both in its original 2001 version and the updated 2010 edition, emphasizes assessing the attitudes, abilities, and personality traits of nursing students, while also being adaptable for various other academic disciplines.
The self-rating scale of self-directed learning (SDL), developed by Williamson in 2007, is a comprehensive 60-item tool designed to assess an individual's SDL readiness (SDLR) across five key dimensions These dimensions include Awareness, which evaluates learners' understanding of SDL influences; Learning Strategies, which examines the techniques used to enhance SDL practices; Learning Activities, focusing on essential actions for effective SDL participation; Evaluation, assessing skills in progress monitoring; and Interpersonal Skills, which looks at the ability to build and maintain relationships critical for collaborative and independent learning.
Each item is assessed using a five-point Likert scale, with the following values:
The scoring system ranges from 60 to 300, with 5 indicating "always" and 1 indicating "never." Scores between 60 and 140 are deemed low, highlighting a significant need for facilitator support, while scores from 141 to 220 suggest moderate SDL skills with potential for enhancement A high level of effective self-directed learning (SDL) is indicated by scores between 221 and 300.
The Self-Directed Learning Readiness Scale (SDLRS), developed by Dang in 2022, comprises 42 items that evaluate seven dimensions of self-directed learning (SDL): attitude toward learning, learning management, application and creativity, learning control, learning independence, self-concept in learning, and responsibility Utilizing a five-point Likert scale, where 1 indicates "strongly disagree" and 5 signifies "strongly agree," the scale includes 30 items adapted from Fisher et al.'s questionnaires (2001, 2010) to suit the Vietnamese context, along with 12 newly created items that reflect the specific learning experiences of students within Vietnam's higher education system.
The reliability and validity of the scale were assessed using a substantial sample of 1,200 university students across various disciplines, including natural sciences, humanities, social sciences, and technical fields Reliability testing and factor analysis validated the questionnaire's effectiveness, with a Cronbach’s alpha coefficient exceeding 0.70, indicating adequate reliability and strong internal consistency Notably, all 42 items achieved a Cronbach’s alpha greater than 0.8, reflecting a high level of internal consistency In this context, validity pertains to the accuracy of the measurement tool in evaluating the level of self-directed learning (SDL).
2.2.4 Factors affecting self-directed learning readiness
Previous studies on self-directed learning
Self-Directed Learning (SDL) is pivotal in educational research, especially in English language education, as it fosters independent learning and equips students for lifelong learning SDL empowers learners to establish goals, track their progress, and reflect on their experiences to enhance their outcomes This article reviews international and Vietnamese studies, emphasizing significant findings and pinpointing research gaps that this study seeks to fill.
2.3.1 Previous studies in the international context
Research indicates that Self-Directed Learning Readiness (SDLR) significantly influences language acquisition worldwide A study by Li and Park (2019) focused on Korean university students, revealing that those with higher SDLR demonstrated improved English proficiency Additionally, SDLR was found to correlate closely with students' language learning experiences and future aspirations for using English, establishing it as a key predictor of language proficiency.
Karatas and Zeybek (2020) explored the connection between Self-Directed Learning (SDL) and the vital skills required in contemporary society Their research involving teacher candidates revealed that robust SDL abilities significantly enhance academic success and foster the development of essential modern competencies.
Dewi et al (2021) investigated English teachers' views on self-directed learning (SDL), revealing a disconnect between their understanding and its classroom implementation Nonetheless, teachers maintained a favorable outlook on SDL as an effective educational approach In a related study, Ramadhanty et al (2023) underscored the critical role of self-motivation in SDL, noting that students with higher self-drive often achieve superior outcomes in English language learning.
Research by Naseer et al indicates that most students exhibit moderate self-directed learning (SDL) readiness, with only slight variations linked to individual abilities In contrast, Ahmed and Fatah's findings highlight regional disparities, revealing that students in Erbil demonstrate greater SDL readiness than their peers in other cities This underscores the importance of targeted initiatives to enhance SDL support in regions with lower readiness levels.
2.3.2 Previous studies in Vietnamese context
Research on self-directed learning (SDL) in Vietnam is limited compared to other countries A study by Vu and Shah (2016) focused on Vietnamese university students and their use of SDL to enhance English listening skills The results indicated that many students were unprepared for independent learning and needed substantial teacher support to utilize SDL effectively.
Van and Trib (2021) demonstrated that Self-Directed Learning (SDL) is an effective method for teaching technical drawing in higher education, particularly in settings that require flexibility and a variety of skills.
In a study by Le (2023), the self-assessment scale was utilized to evaluate self-directed learning (SDL) readiness among English majors Findings revealed that students exhibited moderate to high SDL levels, with no significant variations related to gender or academic year Notably, a positive correlation was found between SDL levels and academic performance, underscoring the importance of SDL in enhancing learning outcomes.
Research gaps
Research on self-directed learning readiness (SDLR) has primarily centered on university students, who possess greater maturity and experience in independent learning Consequently, these insights may not be relevant for high school students, who are still in the initial phases of cultivating SDL skills High school students encounter distinct challenges, including limited self-regulation, fluctuating motivation levels, and diverse forms of teacher support, aspects that remain insufficiently addressed in existing studies.
Additionally, studies conducted in Western contexts may not fully account for the cultural, educational, and socio-economic factors that affect SDLR in Vietnam
The unique needs of Vietnamese high school students learning English as a Foreign Language (EFL) are often neglected, despite valuable international research on Self-Directed Learning (SDL) and Self-Directed Learning Readiness (SDLR) that highlights key factors such as motivation, autonomy, and metacognitive skills Much of this research is conducted in university settings, making it essential to adapt these findings to align with the developmental stage of SDL skills in high school students.
Theoretical framework of the study
This study utilizes Knowles’s Self-Directed Learning (SDL) theory, which underscores the importance of independence and accountability in one's educational journey SDL encompasses goal-setting, resource identification, strategy selection, and outcome evaluation, both independently and with support The framework further incorporates Garrison’s SDL model, emphasizing motivation, self-management, and self-monitoring, alongside Dang’s seven dimensions of Self-Directed Learning Readiness (SDLR) Together, these elements offer a thorough understanding of the factors that influence SDL readiness, specifically tailored for English as a Foreign Language (EFL) high school students.
Motivation, driven by both intrinsic factors like curiosity and achievement, and extrinsic factors such as grades and recognition, plays a crucial role in engaging learners in Self-Directed Learning (SDL) It shapes students’ attitudes towards learning and their perceived value of SDL, which is vital for both initiating and maintaining the learning process Effective self-management is key, involving organization, planning, time management, and decision-making, highlighting the importance of student responsibility in their learning journey Additionally, self-monitoring enables learners to evaluate their progress, apply knowledge creatively, and take control of their learning, fostering a reflective practice that encourages continuous improvement and growth.
Dang’s seven dimensions of SDL readiness provide a comprehensive framework for understanding self-directed learning The attitude dimension emphasizes the importance of enthusiasm and persistence in the learning journey Learning management focuses on essential organizational skills necessary for effective study Application and creativity showcase the role of innovative problem-solving in learning Control measures highlight the confidence required to navigate various learning processes, including the use of technology Independence signifies the ability to make autonomous decisions, while self-concept reflects students’ confidence in their own capabilities Finally, responsibility underscores the importance of accountability for one’s learning outcomes.
Contextual factors, including grade-level differences and the educational environment, significantly influence self-directed learning (SDL) readiness among students As learners advance from grades 10 to 12, aspects such as responsibility and application gain importance, showcasing their growing maturity and independence At Ngo Gia Tu High School, challenges such as resource constraints and adaptations following the COVID-19 pandemic highlight the need for strategies that incorporate technology and promote a culture of SDL.
The framework highlights the crucial relationship between motivation, self-management, and self-monitoring, which together strengthen self-directed learning (SDL) capabilities Motivation sparks the initiation of learning activities, while self-management guarantees their successful execution, and self-monitoring enhances strategies through reflective practices This interplay promotes academic achievement, adaptability, and essential lifelong learning skills, preparing students for success in an ever-changing educational environment The interconnectedness of these elements is illustrated in Figure 2.2 of the study.
Figure 2.3 Theoretical framework of self-directed learning readiness
Contextual Factors: Grade- level variations, Educational environment
Attitude, Management, Creativity, Control, Independence, Self- Concept, Responsibility
Motivation, Self- management, and Self-monitoring
Chapter summary
This chapter explores the essential concepts of Self-Directed Learning (SDL), focusing on its definition, significance, and applications in both international and Vietnamese contexts It examines Garrison’s model, which identifies three critical components of SDL: motivation, self-management, and self-monitoring The review of existing research highlights SDL's vital role in English as a Foreign Language (EFL) learning, demonstrating how it promotes learner autonomy and supports lifelong learning in a fast-changing world Additionally, the chapter discusses factors that affect SDL readiness, including motivation, personality traits, and learners’ capacity to take charge of their educational journey Finally, it presents the theoretical framework guiding this study.
METHODOLOGY
Research design
This study adopted a quantitative research design to achieve its objectives Data were collected using a well-prepared questionnaire According to Dửrnyei
(2007), quantitative research involves gathering numerical data and analyzing it through statistical methods
This quantitative study utilized a cross-sectional survey design, as described by Fowler (2013) and cited in Creswell (2014) This approach was chosen for its effectiveness in meeting the study's objectives, enabling the collection of numerical data to illustrate respondents' answers and facilitating comparisons among various respondent groups (Muijs, 2010).
Research setting
The research took place at Ngo Gia Tu High School in Go Dau district, Tay Ninh province, which has been serving primarily agricultural students since its establishment in 1974 Many of these students juggle their academic responsibilities with farming tasks, facing difficulties in accessing English language learning resources beyond the classroom.
Ngo Gia Tu High School is a moderately sized institution with 21 classes across grades 10 to 12, each class hosting 40 to 45 students The student body, aged 15 to 19, has been studying English for 5 to 7 years.
The school utilizes "Global Success" textbooks, created by the Ministry of Education and Training (MOET), for English language instruction, while also adhering to the National Curriculum for all academic subjects.
Participants
A total of 120 students participated in this study, with 40 students from each of grades 10, 11, and 12 Data were collected during the first semester of the 2024-
For the 2025 academic year, participation in the study was voluntary, utilizing convenience sampling to select participants This approach guaranteed that both male and female students had equal chances of being included in the research.
Research instruments
Questionnaires are a popular method for collecting information on attitudes and opinions from large groups (Mackey & Gass, 2005) This study utilized a well-structured questionnaire based on the SDLRS created by Dang (2022), featuring 41 items that evaluate seven dimensions of Self-Directed Learning (SDL): (i) attitude towards learning, (ii) management of learning, (iii) application and creativity, (iv) control over learning, (v) independence in learning, (vi) self-concept in learning, and (vii) responsibility Each item is rated on a 5-point Likert scale, making the questionnaire the primary tool for assessing the SDL readiness of EFL high school students.
The questionnaire was translated into Vietnamese to enhance comprehension among participants, with the translated version available in Appendix B Modifications were made to certain items to better suit the Vietnamese educational context and the needs of high school students learning English as a foreign language Additionally, 12 new items were incorporated to capture practical learning experiences relevant to the Vietnamese education system The questionnaire is divided into two main sections: demographic information and the Self-Directed Learning Scale (SDLS), each designed to address specific objectives of the study For more information, please refer to Appendix A.
The demographic section of the study collects vital background information from participants, focusing on two key questions regarding their gender (male or female) and current grade level (10, 11, or 12) These demographic factors are crucial for analyzing variations in Student-Directed Learning Readiness (SDLR) among different student subgroups By examining the data based on gender and grade level, the research seeks to uncover significant differences that can guide personalized learning strategies and interventions.
Part 2: Self-directed learning readiness scale (SDLRS)
The questionnaires were adapted from Dang’s (2022) SDLRS to assess the level of Self-Directed Learning Readiness (SDLR) The Self-Directed Learning Scale (SDLSS), a key component of this assessment, utilizes a comprehensive Likert-scale format encompassing seven dimensions of SDLR: Attitude to Learning (8 items), Management in Learning (9 items), Application and Creativity (5 items), Control in Learning (9 items), Independence in Learning (4 items), Self-Concept in Learning (4 items), and Responsibility (2 items) Respondents evaluated each item on a Likert scale ranging from 1, indicating "completely not true for me," to 5.
“completely true for me.” These items were designed to assess readiness for SDL among EFL high school students.
Pilot testing of the questionnaires
Prior to the study, the author emphasized the importance of piloting the questionnaire, a crucial step in its development (Creswell, 2015) The primary aim of a pilot study is to evaluate the relevance and clarity of questions for participants, ensuring their ease of understanding (Wen et al., 2022) Additionally, the pilot study guarantees that participants comprehend the guidelines of the research tool, enabling researchers to conduct the investigation efficiently and reducing errors in the main study (Tan, 2022).
A pilot test allows researchers to gather feedback from a small group of participants who complete the research instrument (Dürnyei & Taguchi, 2009) This feedback is crucial for making revisions to the questionnaire before full data collection, ensuring that any unclear, overly difficult, or inappropriate items are addressed (Creswell, 2015).
In a pilot test, five EFL students from a different high school were randomly selected, ensuring they were not involved in the main study This pilot aimed to identify any unclear or ambiguous items in the questionnaire, thereby ensuring the collection of reliable and meaningful data.
Data collection
The researcher met with the Vice Principal of the high school to discuss the study's objectives, benefits of participation, and ethical considerations, such as data confidentiality and voluntary student involvement Following this review, the Vice Principal approved the study to move forward.
The research focused on students from grades 10, 11, and 12 during the 2024-
2025 academic year, selected to capture a broad perspective of students’ academic and personal development at different stages of high school
The survey was conducted right after the Flag salutation period, taking advantage of the students' presence in the schoolyard, where they were already organized by class Class monitors played a crucial role in assisting the researcher by distributing the questionnaires, which streamlined the process.
Before distributing the surveys, the researcher outlined the study's purpose to teachers and students, emphasizing the research objectives and the voluntary, anonymous nature of participation The importance of students' feedback in assessing their readiness for self-directed learning (SDL) was also underscored.
To ensure clear understanding, the questionnaire was translated into Vietnamese, the students’ native language This step reduced potential language barriers and contributed to more accurate and reliable responses
Class monitors played a crucial role in the efficient distribution and collection of surveys, ensuring a smooth administration process Conducted on the same day as the school year opening rehearsals, the survey lasted between 15 and 25 minutes and took place immediately after the Flag salutation period This timing was strategically selected, as it coincided with the last period of the day, allowing students to leave school earlier than usual During the survey, students were organized in neat rows by class in the schoolyard, making the process practical and effective.
To guarantee data reliability, the researcher personally collected the completed questionnaires, ensuring high-quality responses By being present during the process, the researcher could address any questions, and students returned the questionnaires directly to them once finished.
The study employed a 5-point Likert scale to evaluate participants' Self-Directed Learning Readiness (SDLR) Participants were instructed to read each statement attentively and mark an "X" to reflect their response The scale ranged from 1, indicating "completely not true for me," to 5, denoting "completely true for me."
Confidentiality was maintained throughout the process No personal identifiers were collected, ensuring that students felt comfortable providing honest responses, particularly regarding the sensitive topic of SDLR
The survey's high participation rate can be attributed to its familiar schoolyard setting and the clear organization of the process, which facilitated efficient and accurate data collection.
In summary, the data collection process emphasized effective communication with school officials, active involvement of students, and strict adherence to ethical standards, particularly regarding confidentiality Utilizing the Vietnamese language and support from class monitors enhanced the efficiency of the process, allowing students to give precise and reflective answers.
Data analysis procedures
The SPSS Statistics 20 software was utilized to conduct descriptive statistical analysis on the data collected from the questionnaires in this study
The data were analyzed using frequencies and percentages
Part 2: Self-directed learning readiness scale (SDLRS)
The scores for all 41 items were calculated using a five-point Likert scale, as shown in the table 3.1
Table 3.1 Scoring of Items on the Five-Point Likert Scale
Completely not true for me 1
Almost not true for me 2
To address the first research question, descriptive statistics including Mean (M), Standard Deviation (SD), and Frequency (F) were employed to analyze questionnaire data and evaluate the level of Self-Directed Learning Readiness (SDLR) among EFL high school students The Mean was calculated to assess students' SDLR, with respondents rating items on a five-point Likert scale ranging from 1 ("completely not true for me") to 5 ("completely true for me") Mean scores and standard deviations were determined to classify the levels of SDLR, following criteria established by Klunklin et al (2010): the highest level (4.50 to 5.00), high level (3.50 to 4.49), moderate level (2.50 to 3.49), low level (1.50 to 2.49), and the lowest level (1.00 to 1.49) The results, including scores and corresponding SDLR levels, are presented in Table 3.2.
A strong readiness for self-directed learning (SDL) indicates that an individual can identify their own learning needs, take responsibility for planning and implementing learning activities, choose suitable learning methods and resources, and effectively assess their progress.
Individuals with a moderate readiness for self-directed learning (SDL) are capable of succeeding in SDL, but they may lack confidence in fully managing their educational needs, including the identification, planning, execution, and assessment of their learning processes.
Individuals with a low level of readiness for self-directed learning (SDL) often find it challenging to identify their own learning needs and tend to favor a structured classroom setting In such environments, the teacher dictates the content, timing, and methods of learning Consequently, these individuals usually have limited knowledge of SDL principles and practices.
Table 3.2 Score and Level of SDLRS
The analysis of variance (ANOVA) was utilized to investigate the second research question, focusing on the differences in SDLR levels among EFL students in Grades 10, 11, and 12 This statistical approach facilitated the comparison of SDLR scores across these grades, allowing for the identification of any significant variations related to grade level.
Reliability and validity
To enhance the study's quality, significant efforts were made to establish validity and confirm reliability The student questionnaire was meticulously translated into Vietnamese to ensure participants fully understood the questions A pilot test with five students was conducted on the Vietnamese version, enabling revisions of any unclear, overly challenging, or inappropriate items prior to data collection.
In quantitative research, reliability indicates the measurement tool's ability to consistently evaluate the studied concept, while validity assesses how well the tool measures the specific characteristics of the phenomenon (Grove et al., 2013) Ensuring the reliability and validity of the SDLRS is crucial for accurately gauging participants' readiness for self-directed learning (SDL) This section focuses on the reliability coefficients, determined through Cronbach’s alpha, for each SDLRS sub-scale and the overall scale, with the internal consistency of the primary study detailed in Table 3.3.
Table 3.3 Cronbach’s Alpha Scores for the Study Subscales
Sub-scale Number of items Cronbach’s Alpha value
To establish internal reliability, Cronbach’s alpha must exceed 0.7 (Alkhawaja et al., 2020) The evaluation of a 41-item questionnaire revealed a Cronbach’s alpha coefficient of 0.919, demonstrating strong internal consistency and reliability (Fraenkel & Wallen, 2009) A high coefficient indicates that the items are strongly correlated, suggesting the tool will produce consistent results when administered repeatedly to the same participants (Bonett & Wright, 2015) These results affirm the validity of the questionnaire in measuring participants’ SDLR.
The Cronbach's alpha coefficients for the Self-Directed Learning Readiness Scale (SDLRS) demonstrated consistent reliability across its sub-scales, with scores of 0.705 for Attitude to Learning, 0.867 for Management in Learning, 0.756 for Application and Creativity, 0.769 for Control in Learning, and 0.216 for Responsibility A coefficient above 0.70 indicates acceptable internal consistency (Grove, 2008), while validity pertains to the instrument's accuracy in measuring self-directed learning (SDL).
The SDLRS demonstrates strong reliability, particularly in the Management in Learning sub-scale and the overall score However, some sub-scales, notably Responsibility and Independence in Learning, exhibit lower reliability, highlighting the need for further assessment To enhance the credibility of the SDLRS in evaluating self-directed learning readiness among EFL high school students, it is crucial to establish its validity through content, construct, and criterion-related methods.
Ethical issues
In this study, participants voluntarily provided informed consent for their responses, with the risks being similar to those found in typical educational research Confidentiality was upheld by refraining from collecting personal identification, and participants were assured they could withdraw at any time without repercussions The data collected were ultimately presented in aggregate form.
Chapter summary
This chapter outlines the research methods employed in the study, utilizing a quantitative approach with a survey design Data was gathered through a questionnaire based on the Self-Directed Learning Readiness Scale (SDLRS), which assesses students' readiness for self-directed learning (SDL) in key areas such as attitude, application, control, and independence The research was conducted at a high school in Tay Ninh province, focusing on English as a Foreign Language, with participation from 120 students across grades 10, 11, and 12 The chapter details the data collection and analysis processes, emphasizing the reliability and validity of the findings through Cronbach’s alpha to measure internal consistency.
RESULTS AND DISCUSSIONS
Results
Table 4.1 The demographic characteristics of the sample
In this study, a total of 120 EFL students from three grade levels (10, 11, and
12) participated Each group comprised 40 students The table 4.1 presents the distribution of participants by grade level The proportion of male students across the grades is relatively stable, with 15.8% in grade 10, 16.7% in grade 11, and 15% in grade 12 Similarly, the percentage of female students varies only slightly, ranging from 17.5% in grade 10, 16.7% in grade 11, to 18.3% in grade 12
4.1.2 Level of self-directed learning readiness among EFL high school students
Table 4.2 The average SDLR mean score among EFL high school students
Quantity of Samples Mean Std
Table 4.2 reveals an average SDLR score of 3.91, indicating a high readiness for self-directed learning (SDL) within the range of 3.50 to 4.49, as defined by Klunklin et al (2010) This suggests that students, on average, exhibit a robust ability to engage in SDL activities.
Table 4.3 SDLR mean score among EFL students in a high school
Dimensions of SDLR Mean Mode Min Max Std
Table 4.3 showcases the statistical analysis of a study examining various aspects of students' learning, including attitudes, management, application and creativity, control, independence, self-concept, and responsibility The data is organized by grade level—Grade 10, Grade 11, and Grade 12—with a total of 120 students, comprising 40 from each grade The analysis includes calculations of means, modes, minimums, maximums, and standard deviations for each variable across the different grade levels.
The "Attitude to Learning" dimension achieved a mean score of 4.02 (SD = 0.55), indicating that most students exhibit a strong readiness for learning, as evidenced by a mode of 4.00 In contrast, the "Management in Learning" dimension reflects a moderate level of readiness, with a mean score of 3.36 (SD = 0.74) and scores ranging from 1.00 to 4.89, highlighting a greater variability in students' self-management skills.
In the “Application and Creativity” dimension, the average score is 3.93 (SD
The study reveals a high level of performance and creative engagement, with a mean score of 4.00 (SD = 0.68) in the evaluated dimension, and scores ranging from 2.20 to 5.00, indicating strong engagement Additionally, the "Control in learning" dimension also shows a mean score of 4.00 (SD = 0.59), reflecting consistently high levels of control and self-regulation in learning activities, with scores between 2.22 and 5.00 and a mode of 3.67.
The dimensions of "Independence in learning" and "Self-concept in learning" reflect a notable level of self-directed readiness among students, with mean scores of 3.93 (SD = 0.63) and 3.79 (SD = 0.67), respectively These scores, ranging from 2.00 to 5.00, indicate that students possess a strong sense of independence and a positive self-concept in educational settings Additionally, mode scores of 3.50 for both dimensions reinforce the high levels of readiness demonstrated by the participants.
The “Responsibility” dimension stands out with a high mean score of 4.34 (SD
= 0.64) and a mode of 5.00, with scores ranging from 2.50 to 5.00, reflecting strong accountability in students’ self-directed learning practices
Overall, the high SDLR mean score of 5.91 (SD = 0.47) reflects a strong level of SDLR among the participants
Figure 4.1 The key factors influencing students’ readiness for self-directed learning
The bar chart in Figure 4.1 highlights the primary factors affecting students' readiness for self-directed learning (SDL), with Control in learning (35.98), attitude toward learning (32.19), and learning management (30.25) being the most influential Conversely, factors such as responsibility (8.66), self-concept in learning (15.16), and independence in learning (15.70) play a lesser role in SDL readiness Additionally, application and creativity are positioned moderately, scoring 19.66 Subsequent sections will delve into the correlation and measurement models to further elucidate the impact of these factors.
The key factors influencing students' readiness for self-directed learning
Figure 4.2 The percentage of students’ readiness scores for self-directed learning
The pie chart in Figure 4.2 reveals the distribution of students' readiness for self-directed learning (SDL) across five levels: highest, high, moderate, low, and lowest Notably, 67.5% of students fall within the "high" range, demonstrating strong performance, while 20% are categorized as "moderate," representing a significant group of average performers.
Only 11.7% of students achieved scores in the “highest” category, representing a relatively small group of top performers A very small percentage, 0.8%, scored in the “low” range, suggesting that few students under-performed No students scored in the “lowest” range, indicating that none received exceptionally poor results
The percentage of students' readiness scores for self-directed learning
Lowest Low Moderate High Highest
Overall, the chart demonstrates that most students scored in the high or moderate ranges, with very few falling into the low score category
Figure 4.3 The percentage of students’ readiness scores for self-directed learning across different grades
Student readiness for SDL varies across different grades, as shown in the bar chart in Figure 4.3, which presents the percentage distribution of SDLR scores for Grades 10, 11, and 12
The percentage of students' readiness scores for self-directed learning across different grades
Highest High Moderate Low Lowest
In Grade 10, 67.5% of students scored at a “high” readiness level for SDL, while a smaller group, 27.5%, scored at a “moderate” level Only 5% reached the
The assessment results reveal that all Grade 10 students demonstrated a high level of Self-Directed Learning Readiness (SDLR), with no individuals falling into the "low" or "lowest" categories This trend suggests that the majority of students possess robust SDLR skills, while a select few have attained exceptionally high scores.
In Grade 11, 70% of students achieved a "high" readiness level, while 20% were at a "moderate" level and 10% reached the "highest" level This upward trend indicates that a greater number of Grade 11 students have attained high or highest levels of SDLR compared to their Grade 10 counterparts.
In Grade 12, 65% of students fell into the "high" readiness category, a slight decrease from previous years, while the "moderate" category saw an increase to 22.5% Additionally, only 2.5% of students scored in the "low" category, with 10% achieving scores in the remaining categories.
The data indicates that most Grade 12 students maintain a high level of Self-Directed Learning Readiness (SDLR), although there is a noticeable rise in the number of students demonstrating lower readiness levels compared to earlier grades.
The data reveals a significant prevalence of high SDLR across all grades, showing a steady rise in the percentage of students reaching the “highest” readiness level from Grade 10 to Grade 12 This trend suggests that as students progress through high school, they become increasingly prepared and independent in their learning, despite some ongoing variations in readiness levels.
4.1.3 The differences in self-directed learning readiness levels across grades
Table 4.4 The SDLR average scores across different grades among EFL high school students
Table 4.4 presents the SDLR scores of EFL high school students across different grades Grade 11 students achieved a mean score of 163.50 (SD = 17.83), with scores ranging from 124 to 198, indicating a strong level of SDLR In comparison, Grade 10 students had a mean score of 154.90 (SD = 17.14), with scores between 115 and 184 Similarly, Grade 12 students recorded a mean score of 154.45 (SD = 22.76), with scores ranging from 100 to 188.
Discussion
4.2.1 Level of self-directed learning readiness among EFL students in a high school
The analysis of high school EFL students' readiness for self-directed learning (SDL) indicates diverse levels of preparedness across crucial dimensions Generally, the results show that a majority of students are equipped to take charge of their educational journey, especially in aspects like responsibility, learning attitude, creativity, self-control, independence, and self-concept in learning.
Responsibility is identified as a key dimension, indicating that students recognize their accountability for their own learning and development This finding is consistent with earlier studies that underscore the importance of responsibility in self-directed learning (SDL) (Williamson, 2007; Lai).
In 2019, research indicated that students display a positive attitude towards learning, showing a willingness to actively engage with their studies Additionally, they exhibit creativity in applying their knowledge, which underscores their preparedness for self-directed learning (SDL) This aligns with the findings of Jossberger et al (2010), who highlighted that self-directed learners take initiative in managing their education and can effectively utilize their knowledge in practical situations.
Students demonstrate a degree of autonomy in managing their learning independently and exhibit confidence in reaching their academic goals However, they encounter challenges in learning management, indicating a moderate level of readiness This implies that despite their motivation, students struggle with task organization, time management, and structuring their learning activities Research, such as that by Jossberger et al (2010), highlights that even self-directed learners often require additional support to effectively organize their learning processes.
The high average score of self-directed learning readiness (SDLR) among students (x̄ = 3.91; SD = 47) indicates that they often take initiative in their learning, consistent with previous research by Williamson (2007) and Lai (2019), which highlights that self-directed learners are independent, goal-oriented, and skilled at regulating their learning This study provides valuable insights into self-directed learning within the Vietnamese EFL context, particularly among high school students, enhancing the understanding of how responsibility, creativity, and autonomy are reflected in SDLR Furthermore, it lays the groundwork for developing targeted interventions to assist students in overcoming challenges related to managing their learning effectively.
In conclusion, the study reveals students' strengths in responsibility and positive attitudes while indicating a need for extra support in learning management Its novelty lies in enhancing our understanding of the nuanced dimensions of self-directed learning (SDL) readiness in a high school English as a Foreign Language (EFL) context, offering new insights into the interactions among these dimensions and their impact on overall SDL readiness Future research should focus on targeted interventions aimed at improving time management and organizational skills to further enhance SDL readiness in students.
4.2.2 The differences in the level of self-directed learning readiness among EFL students in a high school in grade 10, 11 and 12
A quantitative analysis indicated that the Self-Directed Learning Readiness (SDLR) levels among high school EFL students were consistent across grades 10, 11, and 12, showing no significant differences This suggests that SDLR remains stable regardless of the academic year.
Research by El-Gilany and Abusaad (2013) indicates that the length of time a student is enrolled in a course does not significantly affect their engagement in self-directed learning (SDL) activities Similarly, Phillips et al (2015) found no notable differences in SDL readiness based on factors such as grade level, age, or gender These findings suggest that SDL readiness is more closely related to individual traits, like motivation and self-regulation, rather than formal educational progression.
(2023) and Tekkol and Demirel (2018), who also found no significant differences in SDL scores among students from different academic years
Contrary to some findings, Rascón-Hernán et al (2019) established a significant link between academic year and Self-Directed Learning Readiness (SDLR) scores, noting that older or more advanced students tend to achieve higher scores Similarly, Yuan et al (2012) indicated that differences in SDL readiness can help identify individual learning needs and tailor instructional strategies These conflicting results suggest that while SDL readiness may not consistently correlate with academic year, factors such as age, maturity, and prior experiences could influence outcomes.
This study reveals that self-directed learning (SDL) readiness among high school students in Vietnam remains consistent across grade levels, indicating that it is not solely influenced by formal education This challenges the common belief that SDL readiness improves with academic advancement and highlights the need to explore other factors, such as personal traits and external support systems, that may significantly impact SDL readiness The findings offer fresh perspectives on the evolution of SDL readiness throughout educational stages and suggest avenues for future research into the effects of grade level and contextual influences.
Chapter summary
This chapter outlines the study's findings on the Self-Directed Learning Readiness (SDLR) of English as a Foreign Language (EFL) high school students in Tay Ninh province, highlighting differences in SDLR among Grades 10, 11, and 12, and comparing these results with previous research.
A total of 120 students participated in the study, evenly divided across grades and genders The average SDLR score was 3.91, reflecting a strong level of readiness among students Notably, the dimensions of “Control in Learning,” “Attitude toward Learning,” and “Learning Management” achieved the highest scores.
“Responsibility,” “Self-concept in learning,” and “Independence” had lower contributions Despite these variations, students demonstrated a strong overall readiness for SDL
Grade 11 students achieved the highest average SDLR score of 163.50, followed closely by Grades 10 and 12 Despite this trend, the variations in scores among the grades were not statistically significant, suggesting that the higher SDLR in Grade 11 should not be considered a substantial difference.
EFL students excelled in responsibility, positive attitudes, and creativity, but encountered difficulties with time management and organization These findings align with previous studies indicating that self-directed learners show increased responsibility in managing their academic activities While variations in self-directed learning readiness (SDLR) across grades were minimal, Grade levels displayed consistent trends.
11 students showed marginally higher engagement Overall, students across all grades demonstrated preparedness for self-directed learning but could benefit from additional support in managing their learning processes more effectively
In summary, the research emphasizes the self-directed learning capabilities of high school students within the English as a Foreign Language (EFL) setting, while also pinpointing the need for enhancement in their learning management skills.