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الرئيسية > Exploring the Relationship bet...>الوصف

Exploring the Relationship between Selfefficacy, Self-Directed Learning and Critical Thinking among Iraqi EFL Learners

المصدر: مجلة الجامعة العراقية
الناشر: الجامعة العراقية - مركز البحوث والدراسات الإسلامية
المؤلف الرئيسي: Al-Luhaibi, Wadhah Ahmed Turki (Author)
مؤلفين آخرين: Pishkar, Kian (Advisor)
المجلد/العدد: ع63, ج2
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2023
الشهر: تشرين الأول
الصفحات: 560 - 569
ISSN: 1813-4521
رقم MD: 1441500
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: IslamicInfo
مواضيع:
التعليم الذاتي | الكفاءة الذاتية | تعليم اللغات | استراتيجيات التدريس
كلمات المؤلف المفتاحية:
Critical Thinking | Learner Autonomy | Self-Directed Learning | Self-Efficacy
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المستخلص: Self-efficacy refers to an individual's belief in their ability to accomplish a task or achieve a goal. Self-directed learning involves taking control of one's own learning, while critical thinking involves analyzing information, evaluating arguments, and making reasoned judgments. This study aimed to determine whether self-directed learning, self-efficacy, and critical thinking play a significant role in helping advanced EFL learners achieve second language proficiency. The present study used an Ex post Facto Design. The study included 100 EFL learners, both male and female, aged 18-30. To collect data, the study used the Self-Directed Learning Readiness Scale, Critical Thinking and General Self-Efficacy Scale, and a Socio-Demographic Information Form. The participants also took a comprehensive language proficiency test, the paper-based TOEFL, which is a standard copy released by ERTS in 2002. The correlation coefficient between the learners’ performances on the questionnaires was calculated and reported. The findings revealed that there was a significant relationship between self-directed learning and self-efficacy belief, as well as between critical thinking and self-efficacy belief of Iraqi EFL learners. Additionally, there was a significant relationship between critical thinking and self-directed learning of Iraqi advanced EFL learners. These findings suggest that second language teachers should make learners more aware of their learning styles. Learners must pay attention to the features of the input they are exposed to and notice the gap between the target-like forms in it and their current state of linguistic knowledge.
ISSN: 1813-4521

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