Reading and Young Adults Self-Directed Learning

Authors

  • Aziz Moummou Language, Literature and Translation laboratory, Hassan 2nd University, Casa Blanca, Morocco
  • Said Fathi Language, Literature and Translation laboratory, Hassan 2nd University, Casa Blanca, Morocco

DOI:

https://doi.org/10.36941/mjss-2022-0034

Keywords:

Pleasure reading, self-directed learning, young adults, policy discourse, educational policy

Abstract

The present study investigates the role of reading literacy in promoting self-directed learning for young learners. It examines the readiness for self-directed learning of 209 young adults aged 17 to 19 years old as they transition from high school to post-secondary education. This quasi-experimental study uses action research led by five teachers to compare students’ readiness for self-directed learning with reading in two scenarios: an experimental group read in a self-directed learning environment outside classrooms and a comparison group read inside the classroom in a teacher-directed environment. It is part of a 3-year longitudinal research that observes policy discourse across multiple layers of institutional hierarchy. Quantitative analyses indicated some relationships between teacher-directed and self-directed learning in terms of increasing students reading avidity and decreasing students’ perception about their readiness for self-directed reading. The findings of this study have implications for researchers and teachers studying self-directed learning with reading for young learners.

 

Received: 21 June 2022 / Accepted: 28 August 2022 / Published: 2 September 2022

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Published

2022-09-02

How to Cite

Moummou, A. ., & Fathi, S. . (2022). Reading and Young Adults Self-Directed Learning. Mediterranean Journal of Social Sciences, 13(5), 1. https://doi.org/10.36941/mjss-2022-0034