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The extent to which EFL writing classes have investigated the readiness for self-directed learning is limited. Writing students must ascertain their readiness to apply self-directed learning (SDL) in the writing classroom setting. The primary aim of this study is to examine the level of self-directed learning preparation among students in the English as a Foreign Language (EFL) writing classroom. The importance of students' preparedness to engage in self-directed learning, particularly in the context of English as a Foreign Language (EFL) writing, is significant. This is because higher education institutions promote active learning rather than passive learning among students. The approach employed to analyse the results is a quantitative research methodology. The findings indicate that students' preparation for self-directed learning in an English as a Foreign Language (EFL) writing course at a higher education institution was below the average score. To assess the preparedness of EFL students, it is essential to administer a widely recognised Self-Directed Learning Readiness Scale to the participants in the study. To summarise, several recommendations are proposed to emphasise the areas that can aid in the enhancement of self-directed learning for EFL students.
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