Self-Directed Learning Development through Blended Learning in English Opportunity Expansion Schools
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| Title: | Self-Directed Learning Development through Blended Learning in English Opportunity Expansion Schools |
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| Language: | English |
| Authors: | Ammaret Netasit, Busarakham Intasuk, Panotnon Teanprapakun, Pongwat Fongkanta, Fisik Sean Buakanok |
| Source: | Journal of Education and Learning. 2025 14(6):222-232. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Independent Study, Blended Learning, English (Second Language), Language Teachers, Second Language Instruction, Teacher Role, Second Language Programs, Grade 8, Electronic Learning |
| Geographic Terms: | Thailand |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | Self-directed learning and blended learning are instructional methods to enhance students' current learning behaviour and promote their lifelong learning. This research aims to develop the self-directed learning instructional model by implementing a blended learning method with English subject group teachers in opportunity expansion schools in Lampang province, Thailand, and to examine the model's effects. Thirty English language teachers were selected as the sample group by using the voluntary sampling technique. The research instruments were an interview form, a lesson plan assessment form, a teacher evaluation form about teachers' self-directed learning management behaviour, and a student evaluation form about students' self-directed learning behaviour. The data analysis employed percentage, mean, standard deviation, and dependent t-test. This study had two principal outcomes: (1) teachers' average mean score on instructional behaviour was higher than before the teaching intervention was implemented, a with statistical significance of 0.05; and (2) students' average mean score on self-directed learning behaviour was higher than before they engaged in the self-directed learning programme, with a statistical significance of 0.05. These results highlighted that to empower students' learning abilities, it is important to emphasise goal setting, hands-on learning, and teachers' role in coaching. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487267 |
| Database: | ERIC |
| Abstract: | Self-directed learning and blended learning are instructional methods to enhance students' current learning behaviour and promote their lifelong learning. This research aims to develop the self-directed learning instructional model by implementing a blended learning method with English subject group teachers in opportunity expansion schools in Lampang province, Thailand, and to examine the model's effects. Thirty English language teachers were selected as the sample group by using the voluntary sampling technique. The research instruments were an interview form, a lesson plan assessment form, a teacher evaluation form about teachers' self-directed learning management behaviour, and a student evaluation form about students' self-directed learning behaviour. The data analysis employed percentage, mean, standard deviation, and dependent t-test. This study had two principal outcomes: (1) teachers' average mean score on instructional behaviour was higher than before the teaching intervention was implemented, a with statistical significance of 0.05; and (2) students' average mean score on self-directed learning behaviour was higher than before they engaged in the self-directed learning programme, with a statistical significance of 0.05. These results highlighted that to empower students' learning abilities, it is important to emphasise goal setting, hands-on learning, and teachers' role in coaching. |
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| ISSN: | 1927-5250 1927-5269 |
