International Journal of Research in English Education
ژورنال بین المللی تحقیقات در آموزش انگلیسی
IJREE
Literature & Humanities
http://ijreeonline.com
1
admin
2538-4015
2538-3027
8
10.52547/ijree
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_
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en
jalali
1401
12
1
gregorian
2023
3
1
8
1
online
1
fulltext
en
Investigating the Role of Self-directed Learning and Personal Self-concept in Reading Comprehension of EFL Intermediate Students
Investigating the Role of Self-directed Learning and Personal Self-concept in Reading Comprehension of EFL Intermediate Students
تخصصي
Special
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">In the field of foreign language education, self-directed learning and personal self-concept are essential as t</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">h</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ey can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively, and make use of language learning strategies. The main purpose of the present study was to investigate the role of self-directed learning and personal self-concept in reading comprehension. Moreover, the current study aimed to determine that whether self-directed learning and personal self-concept help to increase students’ scores in reading comprehension. The participants in this study were 170 EFL intermediate-level EFL students in two foreign language institutes named Diplomat and Safir in Tehran and Karaj. Gõni’s personal self-concept questionnaire and self-directed learning questionnaire were used and the students' reading skills were measured with the standard PET test. The obtained data were analyzed by multiple linear regression in SPSS software. Results of the study showed that there was a significant correlation between students’ comprehension scores and learners’ self-directed learning, but there was a little correlation between their self-concept and reading comprehension scores. Based on the research findings, it was concluded that self-directed learning has an important role in students’ comprehension, but not personal self-concept. It is possible to make students more successful in acquiring language skills by guiding students towards using self-directed strategies.</span></span> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">In the field of foreign language education, self-directed learning and personal self-concept are essential as t</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">h</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ey can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively, and make use of language learning strategies. The main purpose of the present study was to investigate the role of self-directed learning and personal self-concept in reading comprehension. Moreover, the current study aimed to determine that whether self-directed learning and personal self-concept help to increase students’ scores in reading comprehension. The participants in this study were 170 EFL intermediate-level EFL students in two foreign language institutes named Diplomat and Safir in Tehran and Karaj. Gõni’s personal self-concept questionnaire and self-directed learning questionnaire were used and the students' reading skills were measured with the standard PET test. The obtained data were analyzed by multiple linear regression in SPSS software. Results of the study showed that there was a significant correlation between students’ comprehension scores and learners’ self-directed learning, but there was a little correlation between their self-concept and reading comprehension scores. Based on the research findings, it was concluded that self-directed learning has an important role in students’ comprehension, but not personal self-concept. It is possible to make students more successful in acquiring language skills by guiding students towards using self-directed strategies.</span></span> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span><br>
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Intermediate-level students, personal self-concept, reading comprehension, self-directed learning
Intermediate-level students, personal self-concept, reading comprehension, self-directed learning
92
104
http://ijreeonline.com/browse.php?a_code=A-10-1064-1&slc_lang=en&sid=1
Reza
Nejati
Reza
Nejati
reza.nejati@sru.ac.ir.com
10031947532846002970
10031947532846002970
Yes
English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
Shahid Rajaee Teacher Training University, Tehran, Iran
Hossein
Ilchi
Hossein
Ilchi
hoseynilchi@yahoo.com
10031947532846002971
10031947532846002971
No
M.A. student, Shahid Rajaee Teacher Training University, Tehran, Iran
M.A. student, Shahid Rajaee Teacher Training University, Tehran, Iran