Exploring Self-Directed Learning Readiness among Undergraduates in ESL Classrooms

Abstract

There has been a growing interest in self-directed learning, especially in the context of higher education. This is due to the fact that 21st century learning environments required students to engage in a wider range of learning activities, including online distance learning. To make online learning meaningful, students must exhibit a greater awareness of their responsibility to control and monitor their own learning. In light of this, self-directed learning calls for a variety of skills to ensure effective independent learning. This has been the impetus for the researchers of the present study to look into the self-directed learning readiness (SDLR) among undergraduates of UiTM Cawangan Pulau Pinang who have actively participated in online learning for their ESL classes. A quantitative research design is employed using a survey adapted from Fisher's self-directed learning readiness scale. 224 diploma students and 33 bachelor’s degree students responded to the survey. Data is analyzed using SPSS v28 by means of descriptive and inferential statistics. It was found that the undergraduate students are able to manage themselves, have strong desire for learning and have good self-control. This information may aid in determining the value and current level of self-directed learning within the context. Additionally, it is necessary to put strategies into place that will assist students in becoming better prepared for self-directed learning in a wider range of learning activities.