INVESTIGATING SELF-DIRECTED LEARNING IN MOROCCAN HIGHER EDUCATION

Ilham Oudad, Noureddine Azmi

Abstract


The use of self-directed learning in language education has recently triggered considerable controversy. Certainly, no hard research evidence supports the benefits of implementing self-directed learning in the EFL classroom or warns against its potential pitfalls and failings. Neither is there a sound theory that relates the potential of this teaching/learning approach to the requirements, objectives, and aspirations of the EFL classroom. Simply claiming that using self-directed learning will bring about positive changes in the language classroom does not really help.  This research study aims to explore university students' attitudes toward self-directed learning and examine its potential utility in higher education in Morocco. Self-directed learning is a form of active learning that aims to empower students, promote their confidence, and allow them to take responsibility for their learning tasks. In this respect, a questionnaire was used as a research tool for data collection and discussion with representative samples to explore and examine the utility of self-directed learning in Moroccan higher education. Participant students reportedly believe that self-directed learning allows them to have more control over their learning and further develop the essential life skills that most hiring managers seek today; however, some challenges should be addressed to better implement self-directed learning in higher education.

 

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Keywords


self-directed learning, 21st-century skills, higher education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i3.5872

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