Self-directed learning strategies : a case study of secondary two students in a Hong Kong CMI school

Abstract

Self-directed learning (SDL) is a concept rooted in adult education. It has been widely studied and put into practice in education in various parts of the world. Despite the growing trend of fostering SDL in Hong Kong Secondary schools in recent years, few studies have been conducted to study the feasibility and effectiveness of SDL in the local school context. To address the research gap, this study examined the impacts of a tailored SDL approach implemented in a Secondary two English class in a local CMI school, with an emphasis on the students’ perceptions and experiences of the SDL approach and their changes of language learning strategies during the one-month intervention. In advance to the SDL intervention, questionnaires were sent to 32 Secondary two students including the experimented class with 15 students to collect baseline data of their out-of-class language learning strategies. Three personal interviews were held with each of the six informants (two high achievers, two average performers and two low achievers) from the experimented class throughout the one-month intervention to collect data of their language learning histories and their perceptions and experiences of the SDL approach. The findings showed that the SDL approach has the potential to promote self-direction in language learning to high achievers, encourage the low-to-average performers to assume a more active learner role and help them learn more effectively. The study also implies that it is feasible to have SDL integrated into the English curriculum in low band schools; teachers should utilize IT to support SDL and address the students’ needs and problems in their self-study works.