L2 learning online: Self-directed learning and gender influence in Indonesian university students
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Published:
Dec 25, 2021
Keywords:
Self-Directed Learning (SDL), gender, online learning
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(1) * Adaninggar Septi Subekti
Universitas Kristen Duta Wacana, Yogyakarta, Indonesia
Indonesia
(*) Corresponding Author
Abstract
The present study was conducted to investigate Indonesian second language (L2) learners’ Self-Directed Learning (SDL) in English during the online classes due to the Covid-19 pandemic and to investigate whether there was a significant difference in SDL between female and male learners. As online learning is implemented nationwide in Indonesia due to the pandemic, it becomes paramount to investigate learners’ SDL, considered very critical in online learning settings where teachers' ability to check learners' progress is not as extensive as it is in the face-to-face mode of instruction. The participants of the study were 187 undergraduate students taking English for Academic Purposes (EAP) classes. Through the data obtained from the online questionnaire, the study found that learners, in general, reported a high level of SDL even though many of them still embraced procrastination behaviours and considered the pragmatic need to pass the EAP class more important than the actual L2 learning. It also found that there was no significant difference between female learners’ SDL and that of male learners. Based on the findings and analysis of the possible factors, possible contributions of the study are presented along with the possible limitations and suggested directions for future research in the field.
HIGHLIGHTS:
- Learners, in general, reported a high level of SDL.
- Despite that, many of them still embraced procrastination behaviours and considered the pragmatic need to pass the English for Academic Purposes class more important than the actual L2 learning.
- With the nationwide implementation of online learning in Indonesia due to the pandemic, understanding learners' SDL is crucial
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How to Cite
Subekti, A. S. (2021). L2 learning online: Self-directed learning and gender influence in Indonesian university students. JEES (Journal of English Educators Society), 7(1), 10-17. https://doi.org/10.21070/jees.v7i1.1427
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Copyright (c) 2021 Adaninggar Septi Subekti
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Ozer, B. U. (2011). A cross sectional study on procrastination: Who procrastinate more? International Conference on Education Research and Innovation, 18(1), 34–37.
Park, K. Y., Sung, T. S., & Joo, C. W. (2018). On the relationship between college students’ attitude toward the Internet and their self-directed English learning ability. Journal of Korea Society of Computer and Information, 23(2), 117–123.
Plaisance, M. (2018). Online course delivery. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (First Edit). https://doi.org/https://doi.org/10.1002/9781118784235.eelt0129
Polat, N. (2011). Gender differences in motivation and L2 accent attainment: An investigation of young Kurdish learners of Turkish. The Language Learning Journal, 39(1), 19–41. https://doi.org/10.1080/09571730903545251
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Slaouti, D., Onat-Stelma, Z., & Motteram, G. (2013). Technology and adult language teaching. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching. British Council.
Subekti, A. S. (2018). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29–43.
Sze-yeng, F., & Hussain, R. M. R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia - Social and Behavioral Sciences, 9, 1913–1917. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.12.423
Trimmel, M., & Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20, 151–158. https://doi.org/http://dx.doi.org/10.1111/j.1365-2729.2004.00076.x.
Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877–886. https://doi.org/10.12973/eu-jer.7.4.877
Venkatesh, V., & Morris, M. G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115–139. https://doi.org/http://www.jstor.org/ stable/3250981
Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self ‑directed learning in MOOCs: Exploring the relationships among motivation, self‑monitoring, and self‑management. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09747-8
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124–1128.
Ayyildiz, Y., & Tarhan, L. (2015). Development of the self-directed learning skills scale. International Journal of Lifelong Education, 34(6), 1–17. https://doi.org/10.1080/02601370.2015.1091393
Basereh, N., & Pishkar, K. (2016). Self-directed learning and self-efficacy belief among Iranian EFL learners at the advanced level of language proficiency. Journal of Applied Linguistics and Language Research, 3(1), 232–240.
Clark, A., & Trafford, J. (1995). Boys into modern languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modern languages. Gender and Education, 7, 315–325.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications, Inc.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Gokcearslan, S. (2017). Perspectives of students on acceptance of tablets and self-directed learning with technology. Contemporary Educational Technology, 8(1), 40–55.
Graham, S., & Rees, F. (1995). Gender differences in language learning: The question of control. The Language Learning Journal, 11(1), 18–19. https://doi.org/10.1080/09571739585200061
Gray, D. E. (2014). Doing research in the real world (3rd ed.). Sage Publications, Ltd.
Henry, A. (2011). Gender differences in L2 motivation: A reassessment. In S. A. Davies (Ed.), Gender gap: Causes, experiences, and effects (pp. 81–102). Nova Science.
Israel, M., & Hay, I. (2006). Research ethics for social scientists. Sage Publications.
Kemendikbud. (2020). Mendikbud: Keselamatan dan kesehatan insan pendidikan di masa pandemi jadi prioritas utama [Ministry of Education and Culture: Safety and health of all parties involved in education at the time of the pandemic is prioritised]. http://pgdikdas.kemdikbud.go.id/read-news/mendikbud-keselamatan-dan-kesehatan-insan-pendidikan-di-masa-pandemi-jadi-prioritas-utama
Kim, T. Y., & Kim, Y. K. (2016). The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational Studies, 1–15. https://doi.org/10.1080/03055698.2016.1237866
Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24–34.
Ko, H. S. (2018). Self-directed learning and English proficiency by Korean Learners. English Teaching, 73(1), 49–69. https://doi.org/10.15858/engtea.73.1.201803.49
Lee, C., Yeung, A. S., & Ip, T. (2016). Use of computer technology for English language learning: Do learning styles, gender, and age matter? Computer Assisted Language Learning, 1–17. https://doi.org/10.1080/09588221.2016.1140655
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners’ readiness to use computer technology for self-directed learning. System, 1–12. https://doi.org/10.1016/j.system.2017.05.001
Lu, H., & Luk, J. (2014). “I would study harder if I was a girl”: Gendered narratives of low-achieving male and high- achieving female EFL learners. Journal of Language, Identity & Education, 13(1), 1–15. https://doi.org/10.1080/15348458.2013.835571
MacIntyre, P. D., Baker, S. C., Clement, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among Junior High School French immersion students. Language Learning, 52(3), 537–564.
Milligan, C., & Littlejohn, A. (2014). Supporting professional learning in a massive open online course. The International Review of Research in Open and Distributed Learning, 15(5). https://doi.org/https://doi.org/10.19173/irrodl.v15i5.1855
Mondol, S., & Mohiuddin, M. G. (2020). Confronting Covid-19 with a paradigm shift in teaching and learning: A study on online classes. International Journal of Social, Political and Economic Research, 7(2), 231–247.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 00(00), 1–3. https://doi.org/10.1080/02607476.2020.1755205
Oliver, P. (2003). The student’s guide to research ethics. Open University Press.
Ortega, L. (2009). Understanding second language acquisition. Routledge.
Ozer, B. U. (2011). A cross sectional study on procrastination: Who procrastinate more? International Conference on Education Research and Innovation, 18(1), 34–37.
Park, K. Y., Sung, T. S., & Joo, C. W. (2018). On the relationship between college students’ attitude toward the Internet and their self-directed English learning ability. Journal of Korea Society of Computer and Information, 23(2), 117–123.
Plaisance, M. (2018). Online course delivery. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (First Edit). https://doi.org/https://doi.org/10.1002/9781118784235.eelt0129
Polat, N. (2011). Gender differences in motivation and L2 accent attainment: An investigation of young Kurdish learners of Turkish. The Language Learning Journal, 39(1), 19–41. https://doi.org/10.1080/09571730903545251
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Slaouti, D., Onat-Stelma, Z., & Motteram, G. (2013). Technology and adult language teaching. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching. British Council.
Subekti, A. S. (2018). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29–43.
Sze-yeng, F., & Hussain, R. M. R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia - Social and Behavioral Sciences, 9, 1913–1917. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.12.423
Trimmel, M., & Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20, 151–158. https://doi.org/http://dx.doi.org/10.1111/j.1365-2729.2004.00076.x.
Uz, R., & Uzun, A. (2018). The influence of blended learning environment on self-regulated and self-directed learning skills of learners. European Journal of Educational Research, 7(4), 877–886. https://doi.org/10.12973/eu-jer.7.4.877
Venkatesh, V., & Morris, M. G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115–139. https://doi.org/http://www.jstor.org/ stable/3250981
Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self ‑directed learning in MOOCs: Exploring the relationships among motivation, self‑monitoring, and self‑management. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09747-8
Zoghi, M., Kazemi, S. A., & Kalani, A. (2013). The effect of gender on language learning. Journal of Novel Applied Sciences, 2(4), 1124–1128.