Learning to be self-directed involves taking responsibility for the objectives of learning, self-monitoring, self-assessing, and taking an active role in learning. This article describes the implementation of a self-directed learning programme for tertiary students in Hong Kong, and evaluates its outcomes using data from the students and the teacher. It raises issues concerning the provision of support for such learning, and discusses the implications for future work in this field.
ELT Journal – Oxford University Press
Published: Oct 1, 1998
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