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The Effect of Self-Directed English Learning on the Reading Performance of Korean College
Students Utilizing a Read-Aloud Program
Lee, InhyeKim, Jungtae
Department of TESOL, Pai Chai University
The Needs of Society and the Students
Society’s
Needs
Students’ Needs
Communicative
Competence
• Achieving Fluent
Speaking
• Practical English >
Academic English
• High Speaking Ability
• Test Scores
- OPIc, TOEIC, IELTS,
and TOEFL Speaking
Colleges’ Reaction to These Needs
• Conversation Courses
• Teaching Strategies for High Scores of Commercials Tests
• Adopting a Mock Test of TOEIC
=======================================
• Limitations to Fulfilling the Needs
Self-Directed English Learning System
Learning
AssessmentCoaching
Reading Assistant
• Read aloud
• Improving fluency + reading speed
• 30min/day, 4days/week
-> 25 hrs/semester
Graduation Requirement
Literature Review
• Self-Directed English Learning (SDEL)• Knowles (1975) defined SDL as a process for students
with the initiative in – discovering for their learning needs– establishing learning aims– finding human and material resources– applying proper learning strategies– assessing outcome
• Hyeon (1999) identified that learners lead and manage their overall studying on their own, or through interacting with a learning facilitator.
• Reading & SDL• Kim and Yu (2009) examined the effect of using a reading-skills
program on self-directed learning ability and achievement of primary school students.
– The result was that the reading program influenced positively the students' learning strategies, motivation, and self-concept.
• Jung & Choi (2014) studied university night students' self-directed learning experience in English reading through in-depth interviews.
– SDL continued to interest in reading in English.
– Also, subjects responded positively to the SDL experience.
– A limitation, however, was that the number of interviewees was small.
• Training in reading skills is a way to encourage students' SDL ability. (Yoo, 2002; Park, 2002; Jung, 2012)
• In particular, Park (2002) suggested that in SDL the most crucial thing is that learners choose their books to read.
• Literature Gap– SDEL Ability vs. Reading Performance
– Target Students → Elementary Students
Research Question
Was the reading performance of the college students correlated to their ability to use SDEL using the Reading Assistant program?
SDEL
Abilityvs.
Reading
Assistant
Time
WCPM
Number of books
Reading high level books
Comprehension rate
Participants
• 34 Korean College Students at a University in Daejeon
Major TESOL
Gender 15 males & 19 females
Age 22 to 27 years old
ProficiencyIntermediate English level
(TOEIC L/R 380 ~ 880)
SDEL Survey
• Developed by Prof. Cho based on – Griffiths, C. (Ed.). (2008). Lessons from good language learners.
Cambridge University Press.
– Dornyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Multilingual Matters.
• The survey consists of 10 features:(1) interpersonal ability, (2) self-esteem, (3) self-confidence,
(4) resisting anxiety with English, (5) goals, (6) motivation,
(7) self-directedness, (8) information process ability,
(9) self-understanding, and (10) overall level.
• Reliability: Cronbach’s alpha =.76
Procedure
• Studying English Using the Program outside the
Classroom
– During the semester of spring, 2014 (13 weeks)
– More than 4 times per week and at least 30mins
at a time
– Coaching System: once a week
SDEL Survey: Descriptive
Variable Mean S.D. Minimum Maximum Range
InterP 5.73 0.97 3.75 7.00 3.25
SelfES 5.26 0.94 3.43 7.00 3.57
SelfConf 5.37 0.91 3.29 7.00 3.71
EnAnxi 4.61 1.17 1.86 7.00 5.14
Goals 4.89 1.25 3.00 7.00 4.00
Motiv 5.65 0.94 3.67 7.00 3.33
SelfDir 4.62 1.31 2.63 7.00 4.38
InforPro 4.93 1.00 3.25 7.00 3.75
SelfUnder 5.74 1.10 2.88 7.00 4.18
Level 5.13 0.88 3.57 6.58 3.01
RA Learning: Descriptive
Variable Mean S.D. Minimum Maximum Range
Time 1422.82 546.62 184.00 2352.00 2168.00
WCPM 105.15 17.84 85.00 182.00 97.00
Num 3.30 1.60 0.80 6.30 5.50
H.Level 3.58 0.90 2.00 5.00 3.00
Compreh 66.06 17.85 12.00 100.00 88.00
CorrelationsSpearman's
rhoTime PerTime WCPM Num HLevel Compreh
InterP .197 .197 .451** -.100 .220 -.171
SelfES -.019 -.019 .185 -.091 -.024 -.101
SelfConf -.094 -.094 .281 -.060 -.043 -.225
EnAnxi .176 .176 .238 .156 .076 .061
Goals .026 .026 .193 .115 .043 .091
Motiv .161 .161 .376* .292 .270 .136
SelfDir .169 .169 .173 -.003 -.043 -.124
InforPro .176 .176 .311 -.064 .094 -.191
SelfUnder .178 .178 .297 .181 .134 -.218
Level .085 .085 .358* .078 .124 -.106
Frequency Chart
WCPM
High Mid Low
SDEL High 0 3 9
Mid 1 1 8
Low 0 1 11
Comprehension
High Mid Low
SDEL High 10 1 1
Mid 7 1 2
Low 9 3 0
Case Study Sample : SDEL High
SDEL Survey
InterP SelfES SelfConf EnAnxi Goals Motiv SelfDir InforPro SelfUnder Level
7.0 7.0 6.9 6.3 7.0 6.0 6.4 6.1 6.9 6.6
Reading Performance
Time WCPM Num H.Level Compreh
1134 98.0 1.8 3.0 79
Case Study Sample : High SDEL
• Interview
– Enjoys studying English
– Willingness to improve English proficiency
– Low English proficiency: fluency
– High SDEL capability
– Busy during the semester
– Need to connect content courses with English studying
– Problems on speech recognition
Case Study Sample : SDEL Mid
SDEL Survey
InterP SelfES SelfConf EnAnxi Goals Motiv SelfDir InforPro SelfUnder Level
4.8 5.3 5.9 4.6 6.3 6.0 4.4 4.4 4.9 5.2
Reading Performance
Time WCPM Num H.Level Compreh
907 95.0 2.9 3.0 98
Case Study Sample : Mid SDEL
– Willingness to improve English proficiency
– Low English proficiency: fluency
– Lack of interaction, self-directedness,
information processing ability
– Need to teach study skills, basic language use
– Encouraging her to study English
Case Study Sample : SDEL Low
SDEL Survey
InterP SelfES SelfConf EnAnxi Goals Motiv SelfDir InforPro SelfUnder Level
5.5 4.1 4.3 1.9 3.0 3.7 2.6 3.5 5.6 3.6
Reading Performance
Time WCPM Num H.Level Compreh
1583 117.0 3.3 5.0 96
Case Study Sample : Low SDEL
• Interview
– Willingness to improve English proficiency
– Struggling to study English
– Relatively high fluency
– Low ability to dealing with English anxiety
– Low self-directness
– Complement, encouragement
Conclusion and Implications• No high correlations between SDEL and Reading performance
– WCPM (fluency) vs. Comprehension rate (accuracy)
• However, there was low moderate correlations between– WCPM and inter-personal ability
– WCPM and motivation.
• Some researchers argued that the learners’ SDEL is altered by the learning environment and setting (Spear & Mocker, 1981 ; Jeung & Kim, 1995; Long, 1997).
• Thus, we should be careful when predicting the reading performance of students through the SDEL survey.
→ Case by Case
Limitation & Future Study
• The reliability of self evaluation
– 9 Students are in low self-understanding and/or assessment.
• No training time for understanding the SDEL survey
• Interview
=========================================================
• Larger sample size
• Qualitative & Quantitative research
• Learner training for autonomy