Can Thai Students Become Self-directed Learners?

Abstract

Recently in Thailand, there have been attempts to integrate self-directed learning into existing English programmes in a large number of institutions including King Mongkut's University of Technology Thonburi, where the importance of learner-centredness and learner self-assessment is stressed. However, questions about the possibility and effectiveness of the programmes and the students' ability to become self-directed learners have arisen. This paper will explore the students' perceptions of the effectiveness of learning through self-access to find out whether this learning mode could help improve their English proficiency.