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Fostering Self-Directed Learning Thr...

Cheung, Hiu Tung Becky.

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Fostering Self-Directed Learning Through a School-Based English Learning Programme: A Case Study of Less Able Learners in a Hong Kong Secondary School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Fostering Self-Directed Learning Through a School-Based English Learning Programme: A Case Study of Less Able Learners in a Hong Kong Secondary School./
作者:	Cheung, Hiu Tung Becky.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	415 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13837810
ISBN:	9780438851085

Fostering Self-Directed Learning Through a School-Based English Learning Programme: A Case Study of Less Able Learners in a Hong Kong Secondary School.
Cheung, Hiu Tung Becky.

Fostering Self-Directed Learning Through a School-Based English Learning Programme: A Case Study of Less Able Learners in a Hong Kong Secondary School. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 415 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

This item must not be sold to any third party vendors.

Developing students' self-directed learning (SDL) has become an enduring concern and a major element in education at all levels (Bolhuis & Voeten, 2001; Candy 1991; Guglielmino and Long, 2011; Zsiga & Webster, 2007). Research into the implementation of SDL was conducted with mainly university learners. With much less attention paid to secondary school learners, little information is available to secondary school teachers in discovering practical strategies for fostering SDL as well as identifying factors that influence the development of SDL. The present research reports a study which explores the influence of a school-based learning programme on secondary students' SDL in learning English outside the classroom. Drawing on the research literature, it is proposed that even less able learners may be able to achieve learning success through following a self-directed plan (Edmondson, 1991; Noelle, 2016). The uniqueness of this research lies in the context of implementing SDL with less able learners. This case study involved five teachers and fifty-four Secondary 4 students from a secondary school in Hong Kong, implementing a school-based English learning programme that promoted out-of-class learning for one academic year. The study explores to what extent less able learners became more self-directed while taking part in the learning programme that aimed to raise students' willpower to learn English through other means apart from school and teachers. It focuses on the evaluation of students' self-directedness demonstrated during the learning process, in which they diagnosed learning needs, set goals, chose and implemented learning strategies to achieve the learning goals, and evaluated learning outcomes (Knowles, 1975). The study also aims to shed light on the factors that impact upon enhancing SDL with less able learners. Data sources included interviews with teachers and students, student questionnaires, learning logs and classroom observations. The results of the study showed that the English learning programme helped to enhance students' SDL to some extent. Despite the fact that most of the student considered taking part in the programme a duty rather than a choice, the students were provided the opportunity to practise reactive autonomy (Littlewood, 1996). Even though the students' selection of learning strategies was found heavily affected by the teacher demonstration, and most of the students did not evaluate their learning outcomes, the students demonstrated their willpower to regulate and adapt their behaviour to achieve their learning goals. The results also showed that to foster SDL with less able students, teachers' awareness and willingness to create an SDL supportive classroom to equip the students with the knowledge and skills of performing SDL outside the classroom are crucial elements to motivate the students to make a preliminary step towards learner autonomy. The implications of the study were discussed with a view to identifying the favourable and debilitating conditions for teachers to help less able students to become self-directed English learners. The study contributes to the literature by adding to the limited research regarding fostering SDL in secondary schools, as well as with less able students.

ISBN: 9780438851085Subjects--Topical Terms:

3423938
English as a Second Language.
Subjects--Index Terms:

Less able learners

Fostering Self-Directed Learning Through a School-Based English Learning Programme: A Case Study of Less Able Learners in a Hong Kong Secondary School.
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