Perceptions Towards Andragogy and Self-Directed Learning Readiness of Thai Learners Learning English with Two Different Types of Motivation
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Abstract
This research aims to study the perceptions towards four assumptions of andragogy among Thai learners learning English with the instrumental and the integrative motivation and to investigate their level of self-directed learning readiness while learning with these two types of motivational approaches. Third and fourth year students majoring in English and Tourism of School of Humanities and Applied Arts, University of The Thai Chamber of Commerce (UTCC) were selected as participants in this study. The data collected from questionnaires would be analyzed by a quantitative method using SPSS software program and all data collected from the interviews of participants would be analyzed by interpreting them using the descriptive and interpretive approaches in order to investigate how learners learning English with the two different types of motivation perceived themselves concerning each construct of andragogy. The results show that participants learning English with the instrumental motivation demonstrate their higher degree of self-directed learning readiness with the mean of 3.4801 and the SD of 0.31205 while those learning English with the integrative motivation show the lower degree of SDLR with the mean of 3.4507 and the SD of 0.35372. What is interesting in this study is that participants learning English with the two motivational approaches equally demonstrate the highest level of SDLR with the mean of 3.57 and the SD of 0.40967. This data analysis is based on the level of confidence at 95% and the level of precision or sampling error at 0.05. Regarding the qualitative data, there are four themes emerged according to the assumption of the learners’ self-concept, i.e. diagnosis of needs; the process of planning their own learning; conducting their learning activities; and evaluation of learning. Three themes emerged according to the assumption of the role of learners’ experience are emphasis on practical application; emphasis on experiential techniques; and learning to learn from experience. Also, there are two themes emerged according to the assumption of readiness to learn, i.e. social roles in early adulthood and the timing of learning. Finally, there are two themes emerged from the assumption of orientation to learning, i.e. a perspective of immediacy and a problem-centered frame of mind. Findings from this study could be useful for the English language instructors of UTCC since they can make use of them to figure out their teaching approaches and strategies, including some activities that match their students’ learning needs and promote students’ self-direction and self-directed learning readiness at the same time.
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