Efl Undergradtuate Students Readiness of Self-Directed Learning for Writing Class

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Putri Yulinda Sari

Abstract

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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How to Cite
Sari, P. (2024). Efl Undergradtuate Students Readiness of Self-Directed Learning for Writing Class. Journal on Education, 6(2), 12816-12825. https://doi.org/10.31004/joe.v6i2.5126
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