The Assessment of Self-Directed Learning Readiness Among Generation Z Kurdish EFL Undergraduates
DOI:
https://doi.org/10.21928/juhd.v10n1y2024.pp1-9Keywords:
Generation Z, Heutagogy, Learner autonomy, Self-directed learning readiness, Undergraduate studentsAbstract
The aim of this study is to determine the level of self-directed learning readiness among undergraduate students belonging to Generation Z in the Kurdistan Region of Iraq. The study sample was 225 undergraduate students in the English language and literature departments across three universities located in Erbil, Halabja, and Sulaymaniyah. The study used a quantitative approach using a questionnaire. The results showed that there was no significant difference between male and female students in terms of self-control and self-management. However, a slight difference emerged in terms of their desire for learning. A considerable variation was found between first- and fourth-year students in terms of their level of self-control. Furthermore, the results revealed a significant difference between the cities, with students from Erbil demonstrating a higher readiness level for self-directed learning compared to their peers in the other two cities. These findings provide valuable insights into the self-directed learning preparedness of undergraduate students in Kurdistan. They suggest the need for targeted efforts to promote self-directed learning, particularly in areas where readiness level is lower.
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