การเรียนรู้แบบนำตนเองของนิสิตระดับปริญญาตรีในรายวิชาการเขียนภาษาอังกฤษ
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Date
2023
Authors
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มหาวิทยาลัยพะเยา
Abstract
This survey study aimed 1) to investigate self-directed learning performance (i.e. self-management, self-monitoring, using additional learning tools, seeking assistance from others, and motivation) of undergraduate students with three different levels of writing proficiency (high, medium, and low) in English writing course and 2) to compare self-directed learning performance of undergraduate students with different levels of writing proficiency. This study used a mixed method data collection; quantitative and qualitative in order to respond to the objectives of the study. The participants in this study
were 53 third-year English major students enrolled in Academic Writing course in the 2nd semester of the academic year 2021 at the University of Phayao. The data were collected by using self-directed learning performance questionnaire and semi structured interview. The data were analyzed by using percentage, means, standard deviation, F -test, and thematic analysis. The findings were as follows: 1) Self-directed learning performance of the students with high writing proficiency was at high level in the aspects of self-management, self-monitoring, using additional learning tools, and motivation whereas they had low level of seeking assistance from others. The students with medium writing proficiency had high level of self-directed learning performance in self-management, self-monitoring, and using additional learning tools while their seeking assistance from others and motivation were at moderate level. For low writing proficiency students, they had high level of self -directed learning performance in using additional learning tools. However, their self-management, self-monitoring, and motivation were at moderate level, and their seeking assistance from others was at low level. 2) The mean
scores of self-monitoring and motivation of high writing proficiency students were significantly higher than medium and low proficiency students at .05 level. However, there were no statistically significant differences at 0.05 level in the aspects of self-management, using additional learning tools, and seeking assistance from others among three groups of students.
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Keywords
การเรียนรู้ด้วยตนเอง, นิสิตระดับปริญญาตรี, รายวิชาการเขียนภาษาอังกฤษ, Self-directed learning performance, Undergraduate students
Citation
พรพิทยา มหามิตร. (2023). การเรียนรู้แบบนำตนเองของนิสิตระดับปริญญาตรีในรายวิชาการเขียนภาษาอังกฤษ. [วิทยานิพนธ์ปริญญามหาบัณฑิต, มหาวิทยาลัยพะเยา]. ฐานข้อมูลคลังปัญญาดิจิทัล มหาวิทยาลัยพะเยา (UP Digital Collections: UPDC).