Effects of Using the Staged Self-Directed Learning Model at Distance English Learning

Abstract

This research aimed to investigate the effects of giving learners self-directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant İzzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.