Self-Directed Learning Versus Teacher-Led Instruction: Their Effects on Oral Proficiency and Speaking Structural Accuracy of Intermediate and Advanced EFL Learners
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Abstract
This study investigated the effects and effectiveness of Self-Directed Learning (SDL) vs. Teacher-Led Instruction (TLI) on EFL learners’ oral proficiency and speaking structural accuracy. To this end, 52 participants were selected and assigned to intermediate and advanced levels. Afterward, both levels were divided into two groups of SDL and TLI randomly. All participants received eight sessions of treatment on their English-speaking by practicing the principles of SDL and TLI. IELTS speaking test was administered before and after treatment. The results revealed that learners of both levels benefited equally from SDL more than TLI. To explore the usefulness of these two approaches, five intermediate and five advanced participants were asked to write narratives. The results revealed that the participants mainly referred to SDL as a factor that could make them independent in detecting their speaking problems. Moreover, teachers in TLI had pivotal roles in guiding and managing the speaking process.
期刊介绍：
e-FLT is a peer-reviewed academic journal published by the Centre for Language Studies of the National University of Singapore. Its primary objective is to disseminate scholarly information on research and development in the field of Second and Foreign Language Teaching and Learning in Asia and beyond. It publishes articles and book reviews in English as well as in any of the following twelve languages taught at the Centre for Language Studies: Arabic, Chinese, French, German, Hindi, Indonesian, Japanese, Korean, Malay, Tamil, Thai and Vietnamese. It will also welcome any information on upcoming academic conferences, seminars or symposiums as a service to its readers. It is unique in that it is multilingual and practises the policy of accepting and publishing articles in twelve different languages. There will be two issues of e-FLT a year, appearing in the months of June and December. e-FLT is published electronically in the Internet to allow it to reach a wider audience in Asia and the rest of the world, while keeping production costs to a minimum, making it possible to grant free access to the journal. e-FLT focuses primarily on – but is not restricted to – the following areas of inquiry and development in Second and Foreign Language Teaching and Learning: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development Theories of Second Language Acquisition Theories of Second and Foreign Language Teaching Innovations/New Technologies in Language Teaching Linguistics Theories and Language Teaching.
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