Improvement of students’ self-directed learning readiness through problem-based English language learning in Korea

Abstract

The current study investigated how problem-based English language learning influenced Korean secondary students’ self-directed learning readiness (SDLR). Based on the analysis of 78 students’ responses on the pre- and post-surveys, it was revealed that the students experienced significant increases in their SDLR in 18 out of 46 items, and many were related to learning strategy management, examination management, and time management. While male students showed an increase in five items, female students revealed an increase in 19 items, mostly related to learning strategy management, stress management, and assignment management. In the analysis of the relative significance of the change, the females revealed a more meaningful increase of their SDLR in seven items compared to the males. The items were focused on assignment management, closely related to the qualities for problem-based learning (PBL). These outcomes imply that PBL-based English language lessons can be effective for developing Korean secondary students’ SDLR. Additionally, as females’ SDLR can be more extensively, promptly, and significantly improved by PBL than that of males, more precise planning and constant application of PBL seem necessary when organizing PBL-based English lessons for male students.