Enhancement of Self-Directed Learning in English Speaking Among Freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University

 

Enhancement of Self-Directed Learning in English Speaking Among Freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University

Vo Thi Huynh Doan, Weerapong Paengkamhag, and Boonmee Pansa

                                                                                                                            By Amornteb  Intasorn

Abstract

The objectives were 1) to study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University,
2) to develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University, 3) to study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking. This research has used the pre-Experimental research by using pre and post experiment.

The results of this research were found that

1) the self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University, it was found that the overall average was 4.22, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 3. If I can't think of an English word, I will use a synonym or phrase with the same meaning instead. (x̅ = 4.55, S.D. = 0.60) and the lowest level was no. 8. I constantly motivate myself to learn English. (x̅ = 3.95, S.D. = 0.69), respectively.

2) that the score of the pre-test of the use experiment of the model of self-directed learning in English speaking (x̅ = 9.50, S.D. = 2.56) is lower than the post-use experiment of the model of self-directed learning in English speaking (x̅ = 17.50, S.D. = 1.15). The score post-test of using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 17.50, S.D. = 1.15) higher than the pretest scores before using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 9.50, S.D. = 2.56) as statistically significant at 0.5.

          3) the overall average was 4.36, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 8. Self-directed learning in speaking English has given me a lot of understanding. (x̅ = 4.70, S.D. = 0.57), the lowest level was no. 10. I often reflect on the thoughts regarding the topics I am discussing. (x̅ = 4.10, S.D. = 0.55), respectively

 Research Objectives

1) To study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University.

2) To develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University.

3) To study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking.

  Methodology

The research study Enhancement of Self-Directed Learning in English Speaking Among Freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The research object: 1) To study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. 2) To develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. 3) To study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking. This study employed research and development (R&D) methodology. The specifics of the research design are outlined in the following:

Step 1: Research (R1): To study general information (Analysis: A).

Step 2: Development (D1): To develop self-directed in English speaking (Design and Development: D&D).

Step 3: Research (R2): To experiment with self-directed learning in English speaking (Implementation: I).

Step 4: Development (D2): To evaluate the level of engagement in self-directed learning in English speaking (Evaluation: E).

Research Results

1) Study self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University illustrates that the self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University., it was found that the overall average was 4.22, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 3. If I can't think of an English word, I will use a synonym or phrase with the same meaning instead. (x̅ = 4.55, S.D. = 0.60), and the second item was no. 9. I am interested in learning English skills because it is interesting and important. (x̅ = 4.50, S.D. = 0.61), and the third item was no. 10. Learning English is important to me because it allows me to connect with people from different cultures. (x̅ = 4.40, S.D. = 0.68), and the lowest level was no. 8. I constantly motivate myself to learn English. (x̅ = 3. 95, S.D. = 0.69), respectively. In conclusion, the self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University was at
a satisfactory level.

2) Develop self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The comparison between the students’ pre-test and post-test in the use experiment of the model of selfdirected learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University indicates a comparison between the students’ pre-test and post-test in the use experiment of the model of self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. It is found that the score post-test of using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 17.50, S.D. = 1.15) higher than the pre-test scores before using the model of self-directed learning in English speaking among freshmen in the Faculty of Education (x̅ = 9.50, S.D. = 2.56) as statistically significant at 0.5.

3) Study the satisfaction of English speaking among freshmen by using the developed self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. The study illustrates the students’ opinions towards the satisfaction of developing by using the model of selfdirected learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University. It was found that the overall average was 4.36, which was at a satisfactory level. If it was separated individually as an aspect, it was found that the item with the highest average was item no. 8. Self-directed learning in speaking English has given me a lot of understanding. (x̅ = 4.70, S.D. = 0.57), and the second item was no. 4. Self-learning to speak English has helped me develop myself. (x̅ = 4.65, S.D. = 0.49), and the third item was no. 13. The guide for introducing self-directed learning in English speaking has transformed my way of thinking, particularly regarding supplementary activities for new students. (x̅ = 4.60, S.D. = 0.60), and the lowest level was no. 10. I often reflect on the thoughts regarding the topics I am discussing. (x̅ = 4.10, S.D. = 0.55), respectively. In conclusion, the students’ opinions towards the satisfaction of developing by using the model of self-directed learning in English speaking among freshmen in the Faculty of Education at Mahachulalongkornrajavidyalaya University., were at a satisfactory level. 

Suggestions

Suggestion for organizing self-directed learning in English speaking.

1) Encouraging learners to take ownership of their own learning journey through a well-managed classroom setting will promote participation, collaboration, and the development of self-learning English skills. A well-managed classroom setting plays a key role in fostering an environment conducive to self-learning. Strategic classroom arrangements empower learners to take ownership of their own learning journey, promoting active participation and collaboration. In addition, effective classroom settings promote the seamless integration of technology, resources, and learning media, providing learners with the tools they need to explore, practice, and improve their English speaking skills on their own.

2) Empowering learners through personalized guidance and support based on close observation and motivation will enhance the self-learning experience in English-speaking classrooms. Motivated teachers act as catalysts for learners’ engagement and enthusiasm, inspiring them to take initiative in learning their own language. Close observation of students enables teachers to identify individual strengths, weaknesses, and learning styles, allowing for personalized guidance and support. Attention allows teachers to provide feedback, encouragement, and resources tailored to each student’s needs. Promote an environment conducive to self-learning and growth in English-speaking ability. 

Suggestions for the Further Study.

1) The researcher should include other aspects of speaking, such as connected speech processes in fluency, intonation, and stress, to make the research more comprehensive.

2) In the subsequent study, it is advisable for the researcher to segregate the students into distinct levels to ensure greater specificity in the lessons.

3) The researcher should persist in employing this type of media to enhance various English skills beyond just speaking, such as understanding listening language, expanding reading, and comprehending written material.