Effects of using the staged self-directed learning models at distance English learning on readiness, achievement, attitudes and retention

The aim of the present study is to investigate the implementation effects of the self-directed learning program prepared by the researcher, based on Grow's (1991) Staged Self-Directed Learning Model on self-directed learning readiness, academic achievement, attitudes towards English and attitudes towards distance learning. The present study is a quasi-experimental design designed as a pre-test and post-test with control group. The sample of the study is composed of 146 prospective teachers enrolled in the compulsory course of English-I given via distance education in the departments of Social Sciences and Turkish Education in a state-run university in the north-west of Turkey during the fall semester of 2017-2018 academic year. The data were collected by Self-Directed Learning Readiness Scale developed by Fisher, King and Tague (2001) and adapted to Turkish by Şahin and Erden (2009); Achievement Test developed by the researcher; Attitude Towards English Course Scale developed by Tuncer, Berkant and Doğan (2015) and Attitude Towards Distance Education Scale developed by Kışla (2015). The collected data were analyzed through Independent Samples t-test using bootsrap technique in SPSS-23 statistical package program. In the analyses performed according to group variable, it was determined that there were statistically significant differences in favor of expreimental group between pre-test and post test scores in Importance of English and Attitude Towards Learning subscales of Attitude Towards English Course Scale and also there were statistically significant differences in favor of control group between post-test and retention test scores in achievement test and Self-Directed Learning Readiness Scale. In the analyses performed according to group variable, on the other hand, it was not determined any differences between pre-test and post-test scores in achievement test, Desire and Anxiety subscale of Attitude Towards English Course Scale, Self-Directed Learning Readiness Scale and Attitude Towards Distance Education Scale. In the analyses performed according to gender variable, it was determined differences neither between pre-test and post test scores nor between post-test and retention test scores in achievement test and all the scales. Keywords: English as a Foreign Language, Self-Directed Learning, Distance Education, Attitude toward English, Attitude toward Distance Education