Abstract

A few students have limited experience in self-directed learning for problem-solving skills such as information search in an academic reading context. This study investigated the effects of problem-based self-directed learning (PBSDL) on English as a Foreign Language (EFL) students with different levels of self-directed learning (SDL) in a Taiwanese university context. Forty undergraduate students enrolled in an elective English course participated in a seven-week PBSDL intervention integrating problem-solving tasks, collaborative discussions, and guided instruction. Participants were categorized into high-, middle-, and low-level SDL achievers based on a self-directed learning questionnaire. A mixed-methods research design was adopted, incorporating pre- and post-tests, questionnaires, and self-report sheets to examine problem-solving performance and perceived learning gains. Quantitative analyses revealed a significant improvement in problem-solving performance across all SDL levels following the intervention, with low-level SDL achievers demonstrating the greatest performance gains. One-way ANOVA results further indicated significant differences among three SDL levels, with the high-level achievers exhibiting the strongest overall SDL characteristics. Qualitative findings from the self-report data indicated that PBSDL enhanced learners’ motivation, language learning, and collaborative skills. It was also found that awareness of the roles of the computer, the field instructor, and the learners was vital to self-identify how to search for assistance in the process of being a self-directed learner through problem-solving. Overall, the findings revealed that PBSDL is an effective pedagogical approach for fostering self-directed learning and improving problem-solving abilities in EFL contexts, particularly for learners with lower levels of initial SDL-learners.

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