Group 8. Thesis

FACTORS ATTRIBUTING TO THE DIFFICULTIES OF BS PSYCHOLOGY
STUDENTS ON SELF-DIRECTED ENGLISH LANGUAGE LEARNING
A Thesis
Presented to the Faculty of
College of Arts and Sciences
Batangas State University
Pablo Borbon Campus
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Arts in English Language Studies
By:
Pauline B. Atienza
Yvonne Louise B. Maderazo
Jefferson D. Mendoza
Halliiah May D. Saligao
Maya M. Soller
January 2024
ii
APPROVAL SHEET
This thesis, FACTORS ATTRIBUTING TO THE DIFFICULTIES OF BS

PSYCHOLOGY STUDENTS ON SELF-DIRECTED ENGLISH LANGUAGE
LEARNING, prepared and submitted by Pauline B. Atienza, Yvonne Louise B. Maderazo,
Jefferson D. Mendoza, Halliiah May D. Saligao, and Maya M. Soller in partial fulfillment
of the requirements for the degree of Bachelor of Arts in English Language Studies, has
been examined and is recommended for acceptance for oral examination.
CHONA D. ANDAL, Ph.D

Adviser
Approved by the Committee on Oral Examination with a grade of ______
PANEL OF EXAMINERS
DR. MYRNA G. SULIT

Chairperson
MS. VANESSA T. ALBERTO MRS. GERALDIN A. VERGARA

Member Member
Accepted and approved in partial fulfillment of the requirements for the degree Bachelor
of Arts in English Language Studies.
_______________________ DR. ANNA MARIA V. RIVERA

Date Dean, College
iii
ACKNOWLEDGEMENT
The completion of the study would never have been possible without the help of
the important people who shared their time and academic expertise. The researchers would
like to extend their sincerest gratitude and appreciation to the people who helped them in
the completion process of the study:
Dr. Anna Maria V. Rivera, the Dean of the College of Arts and Sciences for
accepting this study in fulfillment of the requirements for the degree of Bachelor of arts in
English Language Studies;
Dr. Chona D. Andal, the course professor and research adviser, for providing
guidance and insights in the study, for giving feedbacks and suggestions, and overall
supervision on the preparation of this paper;
Dr. Matilda H. Dimaano, a professor of the College of Arts and Sciences, for her
utmost support and sharing of her expertise, giving constructive criticism and suggestions
for the success of the study;
Dr. Myrna G. Sulit, a professor in the BAELS program and one of the validators of
the study’s instrument, who gave feedback in the improvement of the constructed
questionnaire;
Ms. Vanessa T. Alberto, a member of the panel and one of the instrument’s
validators, for her guidance in providing beneficial suggestions and support throughout the
whole process of the study;
Dr. Daryl M. Magpantay, the thesis statistician, for his expertise, knowledge, and
assistance in the data analysis and statistical computations, as well as comments and
suggestions beneficial for the success of the study;

iv
Mrs. Geraldin Vergara, an instructor in the BAELS program and also one of the
validators of the study’s instrument, who gave suggestions in the enhancement and
consistency of the questionnaire;
To the students under BS Psychology programs who acknowledged answering the
questionnaires wholeheartedly that made them one of the biggest contributors in the paper;
To the authors of scholarly journals, articles, and theses who provided valuable
information that served as reliable references in writing this manuscript;
To their family, friends, and classmates who have encouraged and showed them
constant support upon their journey of the completion process of the research paper.
To the librarians of Batangas State University - Pablo Borbon Campus, The
National Engineering University, for allowing the researchers to use various reference
materials, as well as utilities such as a computer to accomplish the study.
Above all, to the Almighty Father in heaven, for bestowing them the strength,
knowledge, wisdom, and endless guidance throughout the process of conducting their
study.
Thank you very much, without you all, this study would not be a success.
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DEDICATION
The researchers dedicate their hard work in this piece of writing first to almighty
God who guided them all through their journey up to this moment. Also, to their parents
who always encourage them to keep going and support them financially, mentally and
emotionally. The success of this thesis fulfills the years of resentment and frustration in
pursuing their child’s education.
In addition, to the professors and panel members who give fair comments and
suggestions of ideas to enhance more the essence of this thesis. Who shared their
knowledge and expertise throughout the completion of this study and making this possible.
To the BS in English Language Studies program and students who become the
source of inspiration for conducting this study.
Lastly, to the friends who become the support system and believer to the
researchers’ abilities to finish this study.
Pauline, Yvonne, Jefferson, Halliiah May, Maya

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ABSTRACT
This study aimed to identify the factors attributing to the difficulties of BS
Psychology students on self-directed English language learning. Particularly, the study
looked into procrastination, delay in providing guidance and feedback, overwhelming
amount of materials and information handed by teachers, lack of time, lack of confidence,
detachment of teachers from learners, negative attitude of students, and lack of motivation.
It also aimed to identify the demographic profile of the respondents with regards to their
sex, year level, parent’s educational attainment, socio-economic status, English language
learning materials used, and internet platforms used. The study also identified if there are
any significant differences among the factors when grouped according to profile variables.
Action plan is proposed to address the factors.
The study utilized a quantitative descriptive research design. The number of
respondents were 282 BS Psychology students which were determined using stratified
random sampling. The data was gathered through a researcher-made questionnaire. The
gathered data was analyzed using the statistical treatments, frequency, weighted mean,
percentage, independent sample t-test, and one-way ANOVA.
The study identified significant among the factors procrastination and
overwhelming amount of materials handed by teachers showed a significant difference
when grouped with sex, overwhelming amount of materials handed by teachers and
negative attitude showed a significant difference when grouped with year level,
overwhelming amount of materials handed by teachers, lack of confidence, and detachment
of teachers from learners when grouped with socio-economic status.

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TABLE OF CONTENTS
Page
TITLE PAGE ..................................................................................................................... i
APPROVAL SHEET ........................................................................................................ ii
ACKNOWLEDGEMENT ............................................................................................... iii
DEDICATION....................................................................................................................v
ABSTRACT ...................................................................................................................... vi
TABLE OF CONTENTS ............................................................................................... vii
LIST OF TABLES ........................................................................................................... ix
LIST OF FIGURES ........................................................................................................ xii
CHAPTER
I. THE PROBLEM
Introduction ......................................................................................................................1
Statement of the Problem .................................................................................................5
Hypothesis of the Study ...................................................................................................7
Scope, Delimitation and Limitations of the Study ...........................................................7
Significance of the Study .................................................................................................8
II. REVIEW OF LITERATURE
Conceptual Literature .....................................................................................................10
Research Literature ........................................................................................................22
Theoretical Framework ..................................................................................................30

viii
Conceptual Framework ..................................................................................................34
Definition of Terms........................................................................................................36
III. RESEARCH METHODOLOGY
Research Environment ...................................................................................................38
Research Design.............................................................................................................38
Respondents of the Study...............................................................................................39
Data Gathering Instrument .............................................................................................39
Data Gathering Procedure ..............................................................................................41
Statistical Treatment of the Data....................................................................................41
Ethical Considerations ...................................................................................................42
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION
Profile of the Respondents .............................................................................................44
Description of Factors Attributing to the Difficulties on Self-Directed
English Language Learning ...........................................................................................51
Differences on the Factors Attributing to the Difficulties on Self-Directed
English Language Learning When Grouped According to the Profile Variables .........62
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary .........................................................................................................................81
Conclusions .....................................................................................................................82
Recommendations ...........................................................................................................83
REFERENCES .................................................................................................................85
APPENDICES ..................................................................................................................92
BIOGRAPHIC SKETCH ................................................................................................xx

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LIST OF TABLES
Table No. Title Page

1. Scoring and Interpretation ................................................................................ 40
2. Reliability Test Interpretation.......................................................................... 41
3. Distribution of respondents by sex ................................................................. 44
4. Distribution of respondents by year level ...................................................... 45
5. Distribution of respondents by their father’s educational attainment ........ 45
6. Distribution of respondents by their mother’s educational attainment ...... 46
7. Distribution of respondents by their guardian’s educational attainment ... 47
8. Distribution of respondents by their socio-economic status........................ 49
9. Distribution of respondents by their most used English language
learning material ................................................................................................ 50
10. Distribution of respondents by their most used internet platform .............. 51
11. Factors Attributing to the Difficulties on Self-Directed English Language
Learning in Relation to Procrastination ......................................................... 52
12. Factors Attributing to the Difficulties on Self-Directed English
Language Learning in Relation to Delay in Providing Guidance and
Feedback ............................................................................................................. 53
Learning in Relation to Overwhelming Amount of Materials and
Information Handed by Teachers .................................................................... 54
Learning in Relation to Lack of Time ............................................................ 56

x
Language Learning in Relation to Lack of Confidence ............................... 57
Language Learning in Relation to Detachment of Teachers
from Learners..................................................................................................... 57
Language Learning in Relation to Negative Attitude of Students .............. 59
Language Learning in Relation to Lack of Motivation ................................ 61
19. Differences on the factors attributing to the difficulties
of the respondents on self-directed English language learning
when grouped according to sex ....................................................................... 62
when grouped according to year level ............................................................ 64
when grouped according to year level ............................................................ 67
when grouped according to socio-economic status ...................................... 72

xi
when grouped according to English language learning materials used ..... 76
when grouped according to internet platforms used ..................................... 78

xii
LIST OF FIGURES

1. Dimensions of Self-Directed Learning........................................................... 31
2. Conceptual Paradigm of the Study ................................................................. 34

1
CHAPTER 1
THE PROBLEM
Introduction
In learning a second language like English, it is essential for learners to put what
they learn into practice through self-studying, however, difficulties are encountered due to
several factors. In self-directed learning, it is the students who are in charge of their own
learning to get a better grasp of what they have learned at school. To have fruitful and more
efficient studying sessions, the difficulties they face must be removed or at least reduced
through taking actions on the factors that contribute to it. For this reason, a plan of action
must be generated to make self-learning more efficient.
However, encouraging students to self-direct in their language learning journey
does not imply that the learning that occurs in schools is not adequate to equip the students
with essential information. Language learning does not have to occur only inside the
classroom as it needs to be a continuous process of exposure and practice which may
include reading in the target language either for pleasure or learning and communicating
with others using the language an individual is learning. A combination of discussions in
school and doing self-study at home can therefore make a learner have greater grasp and
depth of knowledge on a subject.
Meanwhile, English is a language that is imperative to learn in the current age as it
is the most spoken language in the world amongst native and non-native speakers. Also,
learning English will also increase one’s access to knowledge since many educational
materials are written in it. Additionally, having the skills to communicate the said language
can open many doors of career opportunities to people. Hence, the language is important
for students to learn as well (Ilyosovna, 2020).

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With regard to what has been said, doing self-direction in learning English can help
students to improve their English skills and have a more meaningful grasp of the language.
With the world needing more competent English speakers, doing extra effort outside the
school to learn the language through self-directed learning will be helpful in advancing
their learning progress. Studying by themselves has been identified as self-directed
learning which is a process where students are in charge for the most part of their learning
such as continuing their studies, evaluating learning experiences and planning what to
study. Learning in this setting then shifts the responsibility of learning from the teacher or
any external source to the hands of the students (Merriam, Caffarella, & Baumgartner,
2011).
However, there are factors in self-directed learning that may cause difficulties to
students which hinder them to be more efficient in their learning progress that may result
in lack of progress in their academics. These factors may vary and can be encountered in
different environments such as procrastination of the student, delay in providing guidance
and feedback, intensity of detachment of teachers from learners, and being handed
materials and information by instructors by an overwhelming amount (Graham, 2006).
Additionally, these factors may also include lack of time, limited access to membership
fees, lack of educational resources, and lack of self-motivation (Bonk & Song, 2016) or
problems with self-motivation, self-esteem, and lack of confidence (Douglas & Morris,
2014).
Since self-directed language learning usually occurs in an informal setting where
the learning process heavily rely on the decisions and circumstances of the learner, factors
such as those that were previously stated may be encountered and cause difficulties among
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students in their self-direction in language learning which may impede the learners’
learning progress.
The aforementioned factors, particularly procrastination, delay in providing
guidance and feedback, overwhelming amount of materials and information handed by
teachers, lack of time, lack of confidence, detachment of teacher from learners, negative
attitude of students, and lack of motivation, were observed to negatively impact students’
efficiency in their self-directed English language learning. By giving attention to these
factors, a solution may be generated that will help students’ overcome these and help them
encounter less difficulty with their self-direction in English language learning.
Firstly, procrastination has been a problem for many students in all kinds of
learning environments, not just self-directed learning. It is considered a factor since it slows
down the student’s learning progress due to the continuous and intentional postponing of
learning tasks and activities.
However, delay in guidance and feedback from teachers also halts one’s learning
progress. In self-directed learning, it is important for learners to receive feedback and
guidance to help learners achieve their learning goals and to know if their efforts in learning
are being effective. Withholding such information may leave the learners wondering about
their learning progress and not improve at a faster rate than they wanted.
On the other hand, materials and resources hold great importance to someone’s self-
directing. With the amount of information one can have access to may be difficult, thus
guidance and recommendation from teachers on what materials to use will be conducive to
the learners. However, being handed an overwhelming amount of materials and
information can turn into a disadvantage. They may stop to absorb the content of materials
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and comprehend them fully and resort to a faster way to get information such as skimming
and scanning which then reduces their learning.
Furthermore, time is an important aspect in self-directed learning as it is in the
learner’s control when to start studying and how long they are willing to study. But due to
the personal circumstances of each learner, lack of time may be a harder factor to
overcome. There will be unforeseen situations wherein time for studying may be
compromised, and thus, slowing down the learning progress.
Meanwhile, confidence plays an important role in a self-directed learner in
language as it helps them with fulfilling tasks by being sure of their capabilities. Lack of
confidence may become a hurdle to language learners since it will decrease their chances
of practicing their skills or doing tasks simply because they have a negative perception of
what they are capable of. This then keeps them from progressing in their language learning
for the reason that it keeps them from doing the important part of mastering a language
which is application.
Moreover, one’s attitude towards learning is an important part of language learning.
This directs the actions of students in their learning process. When one has a positive
attitude in learning, such as believing that learning another language is fun or important,
they learn more willingly and eagerly to achieve their goals. However, if one has a negative
attitude in language learning such as not finding importance in mastering another language,
the learner will not exert much effort into improving. For this reason, a negative attitude is
considered to be also a factor that negatively affects self-directed language learners.
Lastly, motivation is an important part of language learning as this is what drives
learners to start and persevere in learning the language. Due to this, lack of motivation then
5
may impede a learner’s progress as the force that makes them pursue to master the language
is reduced or low. But then, demotivating factors cannot be avoided by learners as they
might encounter it in different environments such as school and home, and may be caused
by people one encounters with in daily life. However, these can be conquered by students.
In deciding to further their English learning journey, learning to deal with or
overcoming the factors that cause the difficulties will be highly beneficial in their language
learning and will help make their progress more efficient. Moreso, the students’ English
language learning can be further enriched by them identifying the factors that cause their
difficulties and then generating a plan of action that will help them deal with these factors.
In view of these, this study was deemed significant. In a globalized world where
English is the dominating language, the students of the BS Psychology students’ English
language skills may be enhanced through efficient self-directed learning. Particularly, the
study’s findings may be used as a basis or reference in generating solutions in addressing
the problems encountered amongst students regarding the factors that contribute to the
difficulties they may face in their self-directed English language learning. To address the
difficulties being experienced by students, identifying the factors is conducive in the
generation of actions to be taken as it narrows down and specifies what must be addressed.
Therefore, this study may become a basis for the construction of plans to improve the self-
direction of students in English language learning such as activities, seminars, or programs.
Statement of the Problem
The study aimed to determine the factors attributing to the difficulties faced by BS
Psychology students of Batangas State University – TNEU Pablo Borbon Campus on self-
6
directed English language learning. Specifically, the study sought to answer the following
questions:
1. What is the demographic profile of the respondents in terms of:
1.1 sex;
1.2 year level;
1.3 parent’s educational attainment;
1.4 socio-economic status
1.5 English language learning materials used; and
1.6 internet platforms used?
2. How may the factors attributing to the difficulties of respondents in self-directed
English language learning be described in relation to:
2.1 procrastination;
2.2 delay in providing guidance and feedback;
2.3 overwhelming amount of materials and information handed by teachers;
2.4 lack of time;
2.5 lack of confidence
2.6 detachment of teacher from learners;
2.7 negative attitude of students; and
2.8 lack of motivation?
3. Is there a significant difference among the factors attributing to the difficulties of
respondents on self-directed English language learning when grouped according to profile
variables?
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4. What plan of action may be proposed to address the factors attributing to the
difficulties of students on self-directed English language learning?
Hypothesis of the Study
There is no significant difference between the factors attributing to the difficulties
on self-directed English language of the respondents when grouped to profile variables.
Scope, Delimitation, and Limitation of the Study
This study determined the factors attributing to the difficulties encountered by BS
Psychology students (of CAS) of Batangas State University – Pablo Borbon Campus. This
study attempted to identify how the factors attributing to the difficulties of respondents in
self-directed English language learning be described in relation to procrastination, delay in
providing guidance and feedback, overwhelming amount of materials and information
handed by teachers, lack of time, lack of confidence, detachment of teachers from learners,
negative attitude of students, and lack of motivation. It also attempted to describe the
demographic profile of the respondents in terms of their sex, program, year level, parent’s
educational attainment, socio-economic status, which English language learning materials
and internet platforms they use. Moreover, the study also aimed to find out if there is a
significant difference among the factors when grouped according to the profile variables.
The data was gathered through the dissemination of validated researcher-made
questionnaires to the target respondents. As a final output, the study proposes a plan of
action which may help the students address the factors that attribute to their difficulties in
self-directed English language learning of the students.
This study did not focus on the difficulties of self-directed English language
learning itself, rather only the factors that contribute to it. The study does not involve the
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language skills such as reading, writing, listening, and speaking even though the study
focuses on self-directed English language learning. Also, the study does not involve the
geographic location of the respondents.
This study was limited to the first-year, second-year, third-year, and fourth-year
students of BS Psychology students under the College of Arts and Sciences in Batangas
State University – Pablo Borbon Campus. Students who are under other programs under
CAS except BS Psychology and students who are under a different department were not
involved in the study.
Significance of the Study
The findings of this study will be beneficial to, first, the students of BS Psychology
as this study may serve as a guide on overcoming the factors attributing to the difficulties
they may encounter in their self-directed learning of the English language that may enhance
their skills in using the English language as it is part of their institutional graduate
attributes.
Next, the study will also be beneficial to the students of BA English Language
Studies as this may serve as a guide for dealing with the factors that attribute to the
challenges that they may face, which may aid them in improving their self-directed learning
abilities, particularly in the English language.
Also, the study may be beneficial to English Language instructors as it may provide
other approaches that they may use in designing additional activities or exercises to help
their students in learning the English Language outside their English classes.
Moreover, the College of Arts and Science will benefit from the study as the
findings may be used to identify, design, and implement plans of action, programs and
9
activities that allow students to utilize their self-directed English language learning abilities
and strategies into practice.
Additionally, this study may be beneficial to college students. The findings of this
study may be useful to those who seek information on how to deal with factors that attribute
to students' difficulties, as well as strategies and plans of action to take in order to know
how students can effectively learn the English language despite it not being part of their
major courses.
Furthermore, the study may be beneficial to Program Chairpersons as the findings
of this study may serve as the basis for designing materials that may enhance students’ self-
directed English language learning.
The study may be beneficial to the administrators as well since the study's findings
may serve as the basis for projects and policies for improving students' skills and a sense
of duty in self-directed English language learning through initiatives, guidelines, and
methods or strategies.
The present researchers may benefit from the study, too, as the results of the study
may provide them information about the factors attributing to the difficulties of self-
directed English language learning to the college students. By being knowledgeable
enough about the situation, this study may help them to provide an action plan that may
help to lessen the difficulties that students may encounter in their self-directed English
language learning.
Lastly, to future researchers since the results of the study may serve as a reference
who wish to conduct the same or similar study and use it as a basis or support in their
hypothesis and claims.

CHAPTER II
REVIEW OF LITERATURE
Conceptual Literature
In this section of the study, the topics self-directed English language learning,
difficulties in self-directed English language learning, and strategies for self-directed
English language learning are discussed.
Self-Directed English Language Learning. Robinson and Persky (2020)
mentioned that the foundation of the several explanations for self-directed learning is that
the learners are the ones who take the responsibility for their learning beyond what was
taught to them by teachers or instructors. He also added that in self-directed learning, the
learning process is initiated by the student by creating goals, assessing oneself through
feedback, and finding resources to help them achieve their objectives.
Meanwhile Loeng (2020) explained self-directed learning as individuals having the
freedom to choose their learning objectives and taking initiative and responsibility for it.
This type of learning can occur inside and outside the school premises where teachers, if
they ever get involved, act more as facilitators and less as transmitters of knowledge.
According to Brockett and Hiemstra (2018), self-directed learning is when the
responsibility for planning, performing it, and evaluating it is taken by the learner in doing
their tasks or activities.
Moreover, Boyer (2014) stated that employing self-directed learning in studying
will induce a sense of purpose in learning, autonomy, and mastery within the learner, and
if their self-direction is well-designed, the students’ motivation, confidence, belief in
oneself, and control over their studies increases. Furthermore, Brandt (2020) elaborated
11
that self-directed learning is individual, purposeful, and developmental. Self-directed
learning emphasizing autonomy, choice, and self-actualization among learners is what
makes it individual. It is also purposeful in the sense that as students initiate to find
solutions to real-world problems or concrete goals, which in this case is to learn the English
language, by taking responsibility in creating objectives, managing, tasks, methods, and
materials. Lastly, it is developmental for it contributes to the students’ personal growth as
their ideas are being tested, there is application of personal reflection and external feedback
which in turn develop their deep conceptual understanding, solve their problems, and
achieve their goals. As the person continues to interact with experiences and interprets the
events that happen in the world, the learning process transpires.
On the other hand, it is important to note that self-directed learning is not the
same as learner autonomy. Benson (2013) stated that ‘autonomy’ is not synonymous with
terms such as ‘self-directed learning,’ self-access,’ or ‘self-study’ as ‘autonomy’ refers to
the ability or attitude of the student to control one’s own learning while terms that were
formerly stated are the different methods or degrees of learning by oneself. In other words,
having the capacity to learn on one’s own is not equivalent to the act of learning by oneself.
He explained that earlier studies about learner autonomy in language learning were applied
primarily on self-directed learning wherein self-access centers and learner trainings were
developed to be focal points of experimentations.
In connection to what Benson have written, self-directed learning, as stated by
Arndt (2017) is anchored on the idea of learner autonomy. He claimed that it is necessary
for second language learners to take the responsibility of making their own choices on how
to progress their language education after school, claiming that if they are not prepared to
12
do so, their progress in learning will face difficulties. He then went on to add that learners
who are autonomous are more likely to become more effective language learners since they
put more focus on their learning. In the context of learning English, Arndt noted that the
aim of doing self-directed learning is for the English language learners to be responsible
for their own learning for the reason that they will be able to put more attention on skills
that need improvement to help them achieve their goals in language learning.
However, it is important to note that self-direction in language learning does not
necessarily mean that students are alone in their learning journey. Arndt asserted that
having some form of language advising, which is guidance that is given to language
learners regarding their language learning, is strongly advised to help students be prepared
in self-directed language learning. It will also give students the awareness of their potential
when they continue their studies after school.
To add to that, Moradi (2018) asserted that the integration of self-direction in
language learning can be a conducive tool for the improvement of the language skills of
learners as well as a helpful strategy in motivating them to get themselves more involved
in activities whether in class or outside class. He stated that self-directed learning lets the
learners have more involvement in their learning process by letting them choose what
lessons they want to focus on and plan, manage, and evaluate their learning tasks at their
chosen place and time. However, he added that their language teachers should evaluate the
linguistic competence of the learners first so that they may use the appropriate self-directed
learning strategies to achieve better outcomes.
It can be observed in these literatures that the explanations provided by different
researchers regarding self-directed learning is consistent as to what it entails which, in

13
summary, is that it is the learner who makes the decision of taking the responsibility of
their learning process by assessing their learning needs and taking appropriate actions in
addressing it.
Difficulties in Self-Directed English Language Learning. With students being
used to a teacher-directed learning environment when it comes to language learning,
transitioning to a self-directed one may cause difficulties among students. For example,
when it comes to managing one’s learning, he or she might experience difficulties such as
having misconception about their abilities as a learner as well as with their learning and
motivation, being oblivious about the factors in their learning behaviors that make them
inefficient, hard time in adapting and maintaining efficacious strategies in learning and
motivation, and lack of or reluctance to alter their learning and also study behaviors
(Dembo 2004). However, these difficulties may be caused by several factors in which this
study will look into.
One of these factors is procrastination, which is defined by Ozer, Demir, and Ferrari
(2009) as a characteristic that factors to the delay or the tendency to postpone
accomplishing a task or activity. Reynolds (2015) stated some characteristics that
procrastinators have are the tendency to be impulsive, easily distracted, and lacks self-
control. O’Donoghue and Robin (2001), in addition, explained that those who are non-
procrastinators, if given additional options, may procrastinate and maybe even more if they
have goals they want to pursue because they deemed something more important than the
other. Steel (2007) indicated that the effects of procrastination were task aversiveness, task
delay, self-efficacy, and impulsiveness. Conscientiousness was also a predictor including
its features such as self-control, distractibility, organization, achievement and motivation.

14
Another factor is delay in providing guidance and feedback which was described
by Lemley et al. (2007) as feedback being withheld from students for a period of time after
they completed an assessment exercise. White (2003) expressed that in an independent
setting like self-directed learning, feedback is a vital part of the learning process. Adding
to that, McDowell (2021) stated that providing feedback at the appropriate time and the
quality of it contributes to students becoming a self-directed learner. Having immediate
feedback ensures the self-assessment of students according to Krystalli and Arvanitis
(2018) helping learners to evaluate their efforts and the knowledge they have received.
Marin (2013) showed concern in delaying the provision of guidance and feedback as it may
lead the students to believe that their instructors may not care about their learning progress
which then will result in the learners to have reduced confidence and motivation which are
important in improving self-direction.
Furthermore, the overwhelming amount of materials and information handed by
teachers is also another factor which may result in what is called cognitive overload. This
phenomena is explained by de Jong (2010) as the result of the learners being given
information or tasks to comprehend and manage more than what they are capable of which
then leads to a reduction in their learning. It is conducive for learners to be handed materials
and resources to aid learners in their self-direction, especially if one cannot decide what to
study first or how to go about studying. However, a line might be crossed when the
information being handed is starting to get too much for the student to handle. But not only
is the amount the cause of cognitive overload since according to Chen and Chang (2017),
it may also come from the design of an instructional material being too complex for the
learner to comprehend fully.

15
Moreover, lack of time is also a barrier as it was classified by Robinson and Persky
(2020) to be one of the categories of self-directed learning challenges along with
acceptance of change, student learning assessment, motivation and learners’ lack of
expertise. In support of this, Hamzah, Lucky, and Joarder (2014) explained that lack of
time acts as a barrier in achieving better academic performance. With most students having
a busy plus stressful lives from school tasks and activities such as classes, homework,
exams, and on top of that, activities and responsibilities outside of class such as in their
families and social life, finding time for studying in between those can be very challenging
(Cyril, 2015). This reason also adds to the necessity of having good time management
skills.
Invariably, lack of confidence is a factor that negatively affects the self-direction
of language learners. Confidence is an important factor in learning as this drives them to
engage, take risks, set goals and work for it without giving much thought about the outcome
as they are assured of what they are capable of (Kanza, 2016). In the context of language
learning, it is important as learning language entails continuous practice and application to
improve. This is why those who exhibit lack of self-confidence experience insecurity and
might avoid taking risks in practicing communicative competence (Ahmadi, 2020). In
addition, students may experience constant fear of failure, humiliation, that one’s skills are
not enough, and, in language learning, low-self-confidence may cause foreign language
anxiety.
Detachment of teachers from learners, on the other hand, was described by Ariza
and Aleida (2008) stated that being detached from teachers means that students will be
leading their own learning process. They then explained that students experience a dilemma
16
between being dependent on teachers and being independent. It can be observed in this
explanation that this is another factor that contributes to the students’ difficulties in self-
directing their learning. One of the prominent characteristics of being a self-directed learner
is that the learning process will now rely on the student, whether they want to be guided or
not, which means that as a self-directed learner, they must have the capacity to detach as
well as have critical reflection, decision-making skills, and act independently (Gharti,
2019). However, students who grew up with or are used to the traditional set-up for
language learning may experience difficulties when transitioning to a more-self-directed
environment. Such difficulties experienced by detachment could be not knowing how to
act, what to do, or be responsible with their own learning (Aslan & Reigeluth, 2015) or
may cause fear among students due to the sudden responsibility of being in-charge of one’s
own learning (Collier, 2022).
Infallibly, having a negative attitude has an unfavorable impact on the students’
self-direction in language learning. Vargas‐Sánchez, Plaza-Mejía, and Porras‐Bueno
(2016) described attitude as the individual’s perspective and assessment of something or
someone, their inclination or tendency to react positively or negatively to a certain concept,
item, person, or circumstance. In a language learning environment, attitudes directly affect
the students’ will to learn the language. In the context of self-directed language learning,
Lubis (2015) stated that a positive attitude influences the students’ tendency to achieve
their target language with more ease. She expounded further that a student with a negative
attitude, for instance being fearful of committing mistakes in speaking or lacking the self-
confidence to do so, will not be willing to practice and thus will experience difficulties in
achieving to learn or master English as they do. She then concluded that attitude is an
17
important component in language learning due to its influence on the students’
performance in their learning. Similarly, to Lubis, Lennartsson (2008) explained that
having a negative attitude, such as believing that one cannot learn a new language, will be
an obstacle to one’s learning. Furthermore, another example of negative attitude as
described by Getie (2020) is not believing that mastering a foreign or second language is
necessary, which Dash (2022) countered by stating that lacking the appropriate vocabulary
and skills to construct sentences will not be helpful in communication. This belief shows
that if one does not value learning another language, this then will have them act
accordingly.
Furthermore, lack of motivation is a factor in the difficulties of students in their
self-directed learning as well. This is referred to by Dörnyei and Ushioda (2013) as
‘amotivation’ and was explained as the lack of motivation due to the belief that one’s ability
is not enough for the task and that there’s no point in doing so. The term was first coined
by Deci and Ryan (1985) wherein they described it as the learner experiencing a sense of
helplessness and incompetence. Dörnyei and Ushioda (2013) stated four reasons that cause
this phenomenon, namely: that learner believes that their ability is not adequate to perform
a task; they believe that their strategies are not as effective; they believe the effort needed
for the task is immense; and that the effort they have exerted is insignificant to the task at
hand. Similarly, demotivation is also a factor that negatively affects motivation. Dörnyei
(2001) explained that being demotivated does not imply that one’s motivation had
disappeared, rather there are existing negative external and internal factors that reduce it.
It may stem from specific events and experiences that are learning-related as well as
experiences outside the classroom.

18
Strategies for Self-Directed English Language Learning
Learner’s strategy was explained by Cohen (2012) as the execution of a learner’s
thoughts and actions that helps them in performing multiple tasks. Learner strategies was
categorized by Reinders (2010) into three: the cognitive strategies which refer to the ability
of students to process information and solve problems, metacognitive strategies wherein
learners are required to consider their thinking process and evaluate it, lastly, affective
strategies which pertain to hope learners seek opportunities to utilize the English language
beyond the classroom.
Furthermore, Oxford (2016) explained that learners using learning strategies mean
that the responsibilities of language learning are transferred to the learners. This means that
they take actions of their own, selecting methods and ways strategically that will help them
to optimize the teacher’s efforts and time, not just depending on the input that comes from
them. She further explained that having active control of strategies is a trait that strategic
learners have which can be achieved by choosing the strategy that is appropriate to oneself.
She also believed that the application of the appropriate strategy in language learning on
learning tasks can contribute to learners gaining self-confidence, proficiency, and lead to
increased motivation.
Su and Duo (2010) believed that both learner’s self-directed learning and language
learning strategy are linked to the achievement of their language learning. They explained
that factors such as language learning strategy, anxiety, and motivation, and beliefs
influences an individual’s learning effectiveness. However, persistent and long-term effort,

19
interest, determination, interest and motivation are as important in being a successful
language learner.
Shi (2017) discussed that the use of appropriate language learning strategies aids
students to be more in charge of their own learning by improving their language skills, and
having an increase in confidence and motivation in their learning process. It also helps
them to take responsibility in their own learning and become more independent as well.
Their research found that teachers also have a role in students’ language learning by helping
them find and use the appropriate strategies, methods, procedures, and activities to
encourage autonomy among them.
Hurd and Lewis (2008) explained that a proficient second language learner tends
to employ various and a wider range of strategies as well as manage them effectively in
accomplishing more complex tasks by combining them into strategy clusters, choosing the
appropriate ones for the task. They also expressed the importance of teachers in guiding
student in choosing the appropriate strategies such as helping students realize their
capabilities in conducting self-directed learning and giving them the opportunity to use
these strategies
They further explained that there are four categories of second language learning
strategies. The first one is metacognitive strategies which are utilized for guiding the
learning process such as planning, organizing, monitoring, and evaluating. Second is
affective strategies for managing emotions such as developing positive motivation, dealing
with negative emotions, and maintaining positive volition. Third, cognitive strategies are
used for mental processing of a second language and generating cognitive schema
necessary for processing language information and incorporating it into long-term

20
memory. Lastly, social-interactive strategies aid learners that are within particular
sociocultural settings such as collaborating, asking questions and noticing sociocultural
factors.
On the other hand, Stroupe and Kimura (2011) shared their own phases of
practicing self-directed learning. The first phase is planning. Under planning involves
analyzing needs wherein students map out what they will be learning and how they will do
it; analyzing current skills so that they may choose the areas of language they need to focus
on; setting goals to so that they can break then their study in parts and help them manage
their studying with more ease; choosing resources which can either be resources
specifically designed for language learning such as textbooks and dictionaries, or materials
that have authentic use of the language such as newspapers and TV programmes; lastly,
making a plan which involves creating a formal record of it such simple set of goals or a
detailed one involving weekly goals, materials to be used, and activities to accomplish.
The second phase is implementing which will vary for each student as their plans
are based on the result of the evaluation of their personal needs and wants. It is suggested
for learners to keep a record of their study to build a portfolio which can motivate them,
and for monitoring and evaluating their progress.
The third phase is monitoring which raises learners’ awareness of themselves and
the language they are learning. Two types of monitoring are seen to be effective in self-
directed learning. First is the mid-task learning wherein the learner inspects their resource
or activity in the middle of studying and decides whether it is helping them in achieving
their goals, helping them avoid wasting time on activities or resources that they do not
benefit from. Another type of monitoring is the study-balance monitoring wherein the
21
students monitor themselves to have a balance between studying, reviewing or application
of what was learned. The teacher may give feedback to the student to let them know about
the areas that they may be lacking.
The fourth and last phase is evaluating wherein a student makes an evaluation of
his or her progress and usually happens after the learner has been self-directing for a period
of time. This is mainly done though controlled comparison which can only be done if the
learner kept a record from the beginning of his or her self-directed journey wherein his or
her original skill level in the areas they wanted to improve is recorded and he or she steadily
records themselves. Through this, they can determine whether their learning plan is
effective or not. Otherwise, they may have to change their plans that best fit their goals.
Furthermore, Bahar and Latif (2019) also discussed strategies that are used by
English language learners. They discussed the phenomenon of young learners preferring
to practice English outside or beyond the classroom than practicing it inside the classroom
as there is not much opportunity to practice the use of the language unless it is with
classmates and teachers. This restriction is what is pushing them to use language learning
strategies to achieve their desired proficiency and to cope with their problems with
communicating effectively.
Zhou (2021), on the other hand, explained that the use of social media in language
learning is also beneficial for students for their learning process as it offers sufficient
authentic input sources, less stressful practice environments, many opportunities for cross-
cultural conversation, and improved learner cooperation. However, using social media as
a strategy for language learning may pose some possible drawbacks such as distraction and
information conflict.
22
Moreover, Truman (2008) asserted that self-directed language learning requires
self-monitoring and self-correction, as classroom corrections are limited, requiring self-
monitoring and self-correction abilities. In connection to that, Rana and Perveen (2013)
stated that self-correction improves the linguistic competence of learners as they are able
to identify errors with their work which gives them the motivation to correct and do better.
Research Literature
Cheng and Lee (2018) aimed to identify the factors affecting tertiary English
learners’ persistence in the self-directed language learning journey through an English
learning scheme at a university in Hong Kong. They collected and analyzed their gathered
quantitative and qualitative data from 7 interviews from purposely selected students, 76
students’ attendance record from language advisors, and 27 online questionnaires. Their
study revealed that busy study schedules and tough requirements of the scheme caused
demotivation among the students. On the other hand, support from peers and advisers as
well as evidence of their progress helped in their persistence in learning. They were also
able to distinguish motivated learners from less motivated ones by their level of
autonomous behavior
Protacion, et al. (2022) described the lived experiences of students in self-directed
learning in English at a public school in General Santos City, Philippines. Using
Descriptive Phenomenology as their method for research, they collected their data by
interviewing 10 volunteers who shared their insights, knowledge, perceptions, and
experiences on self-directed learning in English during the pandemic. It was revealed that
they experienced challenges, notably motivation and discipline, and others such as learning
difficulties, peer relationships, lack of resources, poor concentration and time

23
congregating. Along with that, the participant also experienced the holistic effect and
advantages of self-directed learning in English.
Bok, et al. (2020) examined the SDL practices of Korean students in English classes
at college. There were 51 students who participated in an SDL project for 13 weeks and
the data was gathered through survey questionnaires as well as open-ended questions
administered in the duration of the project. It was revealed that most students choose input-
oriented activities such as listening and reading rather than speaking. It was also found that
print books were their preferred English language learning material. The students showed
a positive response to the project, saying they were able to have new experiences with
learning and improving their English abilities. But difficulties were also encountered such
as time and overall effectiveness of their English learning activities.
Agum, et al. (2021) determined the perspective of Filipino college students on the
challenges, coping strategies, and benefits of self-directed language learning in the new
normal. By employing a case study design, they interview 8 randomly sampled college
students from purposively and conveniently sampled higher education institutions, as well
as 3 teachers and 2 parents for triangulation. Their study revealed that they have difficulty
with consulting with teachers, logistical issues, poor internet connections, family
commitments, and distractions. As a coping strategy, they developed time management,
self-discipline, self-reliance, and constructed contingency plans. In employing SDL in the
new normal, they developed self-motivation and academic independence.
Du (2013) examined the student’s perspectives of self-directed language learning
at a community college. This study described how students perceive self-directed learning
benefits, the teacher’s role in it, and factors that contributed to the varying SDL
24
competencies of students. Based on their collected data from focus group interviews, they
revealed that SDL is a potent strategy for foreign language students as it leads to
improvement of knowledge domain, meta-cognitive skills, and motivation. The study also
revealed that students perceive teachers as the source and transmitter of knowledge and
thus expects one-on-one feedback with the teacher as they deemed it crucial for the
evaluation of their learning outcomes.
Subekti (2022) investigated the influence of gender on self-directed learning in
Indonesian university students. They gathered data through online questionnaires from 187
undergraduate students who were taking English for Academic Purposes (EAP) classes.
The study revealed that the learners still exhibit procrastinating behavior despite having a
high level of self-directed learning and valued passing EAP class more than actual L2
learning. The study also found that there was no significant difference in the SDL of male
and female learners.
Nasri, Halim, and Talib (2020) investigated the perspective of students regarding
university learning experiences and highlighted the university’s ecosystem in determining
the effectiveness of implementing SDL. Using constructivist grounded theory approach,
they gathered data by interviewing 20 Malaysian public university students as well as
examining their SDL experiences. Their findings suggested SDL could be potentially
inhibited by a number of curricula but students acknowledge the importance of SDL for
their lifelong learning.
Juhana (2012) identified the psychological barriers to speaking that students face,
as well as their causes and potential remedies. Interviews, questionnaires, and classroom
observations were used to collect the data. The findings revealed that shyness, anxiety, fear
25
of making a mistake, lack of confidence, and lack of desire were the psychological factors
that prevented students from speaking English. Their fear of being laughed at by their
friends was a frequent source of those variables, such as the dread of making errors.
Hayati (2015) investigated the students’ English language learning beliefs,
strategies, and English academic achievement of the ESP students of STIENAS Samarinda.
Using descriptive and correlational design, the English scores of 66 students were used as
the instrument of the study. Most students’ belief of speaking English equating to better
job opportunities made them motivated to learn the language. Also, they found that the
students’ most preferred strategy to use was metacognitive, and that there was a weak
correlation of beliefs and strategies with the English academic achievement of students. It
was also revealed that there was a positive and negative significant correlation between
English academic achievement and English language learning strategies.
Balkis and Duru (2017) examined the gender differences in relation to academic
procrastination, satisfaction with academic life, and academic performance. A survey was
used to gather data from 441 students, with 49.4% of them being female and 50.6% being
male. The results revealed that there was a negative relationship with academic
performance and academic life satisfaction in relation to academic procrastination.
However, it was found that higher levels of academic procrastination and lower levels of
academic procrastination to be more common amongst males. Also, their analysis showed
that the relationship between academic procrastination, academic performance and
academic life satisfaction to be moderated by gender.
Studentska (2011) investigated if gender, from various educational levels, differs
in self-regulated foreign language learning. The research constructed research questions

26
which were answered by 280 Polish students in which she gathered data from. The results
showed that male students had more difficulty in self-regulatory strategies such as
implementing learning, planning, and organizing, which includes organizing learning
material and utilization of learning materials.
Tekkol and Demirel (2018) investigated the self-directed learning skills of
undergraduate students. The study utilized Askin’s “Self-Directed Learning Skills Scale”
and Diker-Coşkun's “Lifelong Learning Tendencies Scale” as its instruments in gathering
data. It was revealed by the results that the self-directed learning scores of the students
were above the median score. It was also found that self-directed learning skills did not
vary based on the students’ university, year of study, and income level. However, there
was a significant difference found with the students’ gender, field of study, university
entrance score type, academic success, and desire to pursue graduate degree, and that there
was a moderate positive relationship between self-directed learning skills and lifelong
learning tendencies, which leaves them to conclude that the undergraduate students do have
self-directed learning skills that are related to lifelong learning.
Huda (2022) attempted to determine the impact of SDL on English reading
comprehension ability and how SDL can enhance the English reading comprehension
ability of 30 students. They utilized mixed methods design and embedded experimental
model versions for this study, gathering quantitative data through Common European
Framework of Reference for Languages (CEFR), as well as Learning Summary and
Evaluation Sheets and reflection from instructors for qualitative data. Their data showed
that the English reading ability of the students before and after the SDL project was
significantly different. Their study revealed that SDL enhances the reading ability of
27
students in terms of awareness regarding reading strategy use, learning responsibility and
effort, confidence to read, and less restrictions in learning.
Carson (2012) examined the attributes of self-directed learning grades 8 to grade
12 students who took online courses in the Southeastern United States through a state-wide
online program. The data gathered came from the 780 enrollments and responses from Self-
directed Learning Inventory (SDLI). The analysis of data revealed that no significant
difference was found in SDL according to gender or ethnicity. However, SDL was found
to statistically differ by grade level, the impact is very small. Also, a significant difference
was also found in academic achievement as evidenced by GPA.
Mehdiyev and Dağdeler (2023) attempted to find out the opinions of high school
students regarding their challenges when studying English through a descriptive survey
study, gathering data from 305 students enrolled in different high schools in Türkiye. It
utilized the English Language Learning Difficulties Scale (ELLDS) developed by
Mehdiyev, Uğurlu and Usta as the research instrument. The results showed that there was
no significant difference found on the difficulties according to gender and the educational
attainment of fathers. However, mother’s educational attainment and grade level were
connected to the difficulties encountered by high school students in English language
learning.
Philominraj, et al. (2022) attempted to identify the family’s role and their
challenging commitment to English language learning. This study used a systematic
approach as it analyzed 16 articles about the family’s role and their pedagogical
commitment for their children to learn the English language. The results suggested that
higher commitment from parents is directly proportional to the success rate in English
28
language learning. The importance of involving families in the English learning process
and keeping them in mind when designing curricula for future English as a foreign
language (EFL) learning environments was emphasized.
Pendidikan and Pengajaran (2023) examined the influence of psychological
learning environments on students’ self-efficacy beliefs in English language. Their study
utilized a correlational design and used simple random sampling to sample the population.
Their findings indicated that there was a strong relationship between students' self-efficacy
beliefs and each of the six psychosocial learning environment elements. Students' self-
efficacy views are also highly influenced by the collection of learning environment
measures. This suggests that when there is a greater task-oriented and coherent classroom
atmosphere and when students are encouraged to participate fully in class activities, they
are more likely to have strong self-efficacy views in their ability to speak English.
Therefore, it is necessary to improve the psychosocial learning settings in English
classrooms in order to increase students' self-efficacy views on the language, which can be
enhanced by the learning environment's qualities of task orientation, student cohesion, and
engagement.
Česnavičienė (2020) analyzed the use of self-determination theory by educators in
the context of low-SES children. A quantitative survey was used to gather data from five
schools in a Lithuanian District Municipality that was known for having a poor
socioeconomic status. The show that instructors, although they have a fairly autonomy-
supportive style, interact with kids from low socioeconomic levels and typically use a
controlling, motivational approach in addition to their autonomy-supportive style.
According to the pupils, they feel understood by their professors and have a reasonably
29
tight relationship with them. Additionally, the kids insist that their professors provide them
with options, support their questioning, and show confidence in their skills. Nonetheless,
it can be shown that educators rarely ever try to provide students with the tools they need
to study on their own.
Kidane, Roebertsen, and Vleuten (2020) investigated the students’ perceptions
towards self-directed learning in Ethiopian medical schools with new innovative
curriculum for the purpose of exploring the experiences of preclinical students in Ethiopia
who were pursuing a hybrid curriculum with SDL and the support of the curriculum’s
several learning activities on their SDL. This study utilized a mixed-methods approach by
administering an 80-item questionnaire for gathering quantitative data on the students’ own
evaluation of their SDL capabilities and their views on the curriculum’s components’ effect
of their SDL, while two focus group discussions were also utilized to gather qualitative
data. Results from the analysis of qualitative data indicated that several course elements
contributed to students' SDL. An important factor in the students' capacity for self-directed
learning was the tutorials that analyzed difficulties. The study suggested that while PBL in
particular, a component of the hybrid curriculum, may support preclinical students' self-
directed learning, the curriculum is nevertheless influenced by a teacher-centered culture
because most professors still have significant influence over how students learn. To
confirm the true level and aptitude of medical students' SDL, a further longitudinal
investigation is required.
Kordzanganeh, Bakhtiarpour, Hafezi, and Dashtbozorgi (2019) investigated the
relationship between academic burnout and time management among university students
and the mediating roles that test anxiety and self-efficacy beliefs played in that
30
relationship. The study used route analysis to conduct a descriptive correlation. All 222 of
the students at Islamic Azad University of Ahvaz were chosen as the study's sample by
convenience sampling, making up the statistical population. The study's findings shows
that there was a positive relationship between time management and self-efficacy beliefs
as well as with test anxiety and academic burnout. There was an indication by the results
that the students' belief about test anxiety and self-efficacy had a mediating role in the
relationship between time management and academic burnout.
Theoretical Framework
Garrison (1997) theorized the dimensions or aspects of self-directed learning by
proposing a comprehensive model of it. According to his model, self-directed learning has
three dimensions that overlap each other, namely; self-management, self-monitoring, and
motivation. He observed that although there were discussions about self-directed learning,
it usually focuses on its external management and less about the process of learning itself.
For this reason, he proposed this comprehensive model which combined external
management, internal monitoring, and motivational issues with learning in the context of
education. With this he explained self-directed learning as an approach in learning wherein
learners are driven by motivation to take the responsibility and collaborative control of
one’s cognitive and contextual processes to have meaningful and fruitful outcomes.
31
Motivation
(Entering/Task)
Self-Monitoring Self-Management
(Responsibility) (Control)
Self-Directed Learning
Figure 1. Dimensions of Self-Directed Learning (Garrison, 1997)
First one to be discussed is self-management which is concerned with task control
such as acting out according to one’s learning goals and ability to manage one’s learning
resources and support. This entails the availability of materials, suggesting learners what
approaches to use, flexibility in pacing, accommodation for questioning and feedback from
teachers or instructors, use of appropriate approaches, strategies and techniques, and
behaviors in one’s activities through setting learning goals, planning, and time
management.
The first dimension is related to five of the research’s variables. This dimension
made mention of having the proper strategies, techniques and approaches for learning in
which procrastination and lack of time is concerned as these are factors that have direct
32
negative effect to it and may impede the learner’s progress. This also mentioned the
availability of teachers for feedback which directly mentioned the research’s variable that
is concerned with the delay of feedback and guidance. Also, the ability of one to set
learning goals and plans concerns the variable that is detachment of teachers from learners
as self-directed learners will have to learn to detach from the teacher and lead their own
learning process. Lastly the variable that is the overwhelming amount of materials handed
by teachers can be related to the issue of managing learning resources in this material to
better one’s learning progress.
On the other hand, self-monitoring involves two processes which are cognitive and
metacognitive. For context, cognition refers to thinking and its processes such as learning,
memory, ability to reason, making decisions, language, and problem-solving (Daffin,
2021) while metacognition is the thinking of one’s own thinking and includes processes
such as planning, assessing, and monitoring one’s understanding and performance
(McDaniel, 2013). However, Garrison said that internal feedback is not sufficient, hence,
teachers are there to give effective feedback for quality learning outcomes, which also
concerns the research’s variable about the delay in providing guidance and feedback.
Invariably, motivation, according to Garrison, is an important factor in learning and
achieving cognitive goals as it helps with initiating and maintaining the effort that is being
exerted in the learning process and achieving cognitive goals. Motivation is divided into
two stages which are ‘entering motivation’ which is concerned with deciding to do a task
and ‘task motivation’ which is concerned with committing to the task until it is
accomplished. Lack of motivation directly affects motivation as it may cause the learner to
not commit to the task or the learning process itself due to internal beliefs. Lack of self-
33
confidence also is related to this dimension as it affects motivation because if a learner is
not confident with his or her capabilities, their motivation will be reduced and thus may
not do his or her tasks successfully.
Lastly, negative attitude is also connected in this dimension since if a learner, for
example, does not find any merit in learning a second language, the motivation to do so
will not be there and may just unwillingly do so to comply with requirements.
34
Conceptual Framework
1. The Demographic
Profile of Respondents
 sex
 year level
 parent’s educational
attainment
 socio-economic
status
 English language
learning materials
used  Proposed
 internet platforms Plan of
used Action to
Help
2. Factors Attributing to Address the
the Difficulties on Self-  Facilitation of
Factors
Directed English Validated
Attributing
Language Learning Researcher-
to the
Made
 procrastination Difficulties
Questionnaire
 delay in providing on Self-
guidance and Directed
feedback English
Language
 overwhelming
Learning
amount of materials
and information
handed by teachers
 lack of time
 lack of confidence
 detachment of
teachers from
learners
 negative attitude of
students
 lack of motivation
Figure 2
Conceptual Paradigm of the Study

35
Conceptual Framework
A conceptual paradigm was made to visually represent the process of the study as
well as to provide a clear explanation about the flow of the study. It includes the variables,
specifically the demographic profile of the students and the factors attributing to their
difficulties on self-directed English language learning and how they connect with one
another. Included also in the diagram is the instrument used for gathering the data which
was a validate researcher-made questionnaire. After the data was analyzed, the results and
findings were utilized as the basis in generating the proposed output which is an action plan
to address the factors encountered by the students that attribute to the difficulties they face
in self-directed English language learning.
There are two independent variables shown in the framework. First is the
demographic profile of the respondents which includes the respondents’ sex, year level,
parents’ educational attainment, monthly family income, English language learning
materials used, and internet platforms used. Second is the factors attributing to the
difficulties on self-directed English Language Learning, namely procrastination, delay in
providing guidance and feedback, overwhelming amount of materials and information
handed by teachers, lack of time, lack of confidence, detachment of teacher from learners,
negative attitude of students, and lack of motivation wherein self-directed learning
difficulties are extracted from. There is one dependent variable in the framework which is
the usage of Validated Researcher-Made Questionnaire for gathering data.
The arrow between the first box which is the input, and the second box which is the
process, refers to the relationship between the demographic profile of the respondents and
36
the factors contributing to the difficulties on self-directed learning difficulties which may
be affected by the profile variables.
The second arrow between the second or process box and the third or output box is
the output that identified the relationship between the demographic profile of the
respondents and the factors attributing to the difficulties of the respondents on self-directed
English language learning which provided the researchers the necessary information to
propose an action plan that may address those factors based on the findings and result of
the study which can then may help students to improve their self-direction in English
language learning.
Definition of Terms
The following terms are provided with their conceptual and operational definition
to give context and clarity.
English Language Learning. The term refers to the study of the English language
by non-native English-speaking students in accordance with their learning needs such as
the ability to speak, write, and communicate in the English language or passing exams and
subjects regarding the subject in education (Daar, 2020). As used in this study, the term
refers to studying the English language in no particular learning set-up.
Motivation. The term refers to the eagerness of a person in striving to learn a
language due to the desires and satisfaction they experience in doing so (Gardner, 1985).
As used in this study, it refers to the driving force that pushes students to learn and master
a language.
Procrastination. The term refers to the characteristic of an individual that factors
to the delay or the tendency to postpone accomplishing one’s task or activity (Ozer, et. al.,
37
2009). As used in this study, it refers to a person delaying the accomplishment of finishing
a task or activity.
Self-Directed English Language Learning Difficulties. The term refers to the
difficulties that are caused by barriers or factors that challenge a learner’s autonomy which
keeps them from being efficient independent learners (Shi, 2021). As used in this study,
the term refers to challenges that are experienced by learners due to factors that negatively
affect them in directing their own language learning.
Self-Directed Learning. The term refers to learners taking the
responsibility and initiative to learn more outside of what was being taught to them, by
taking the initiative in the learning process (Robinson & Persky, 2020). As used in this
study, it refers to the process of learners taking the initiative to create learning goals, find
resources, create learning strategies, and ask for feedback from people like teachers and
study groups to further their learning after school.

CHAPTER III
RESEARCH METHODOLOGY
Research Environment
Batangas State University Pablo Borbon Campus - The NEU in Batangas City,
Batangas, on Rizal Avenue was established in 1903. The institution has several college
departments, including the College of Accountancy, Business, Economics, and
International Hospitality Management (CABEIHM), College of Medicine, College of
Nursing and Allied Health Sciences (CONAHS), College of Teacher Education (CTE),
College of Law, and the College of Arts and Sciences (CAS). The CAS Department offers
seven undergraduate programs compromising Bachelor of Arts in English Language
Studies (BAELS), Bachelor of Science in Criminology (BS Crim), Bachelor of Science in
Psychology (BS Psych), Bachelor of Science in Development Communication (BS Dev
Comm), Bachelor of Science in Chemistry (BS Chem), Bachelor of Science in
Mathematics (BS Math) and Bachelor of Science in Biology (BS Bio).
This study was conducted at Batangas State University - The National Engineering
University - Pablo Borbon Campus. The study's respondents are students from Bachelor
of Science in Psychology who are in their first, second, third, and fourth years of college.
Research Design
This study used quantitative descriptive research design, which analyzed the
numerical data using statistical data analysis. According to Aliaga and Gunderson (2000),
quantitative research explained the phenomena by analyzing the collected numerical data
with the use of mathematically based methods in particular statistics. This research design
used categories, view-points, and models that have been precisely defined in advance by
39
the researcher, and numerical or directly quantifiable data was collected to determine the
relationship between these categories and to test the research hypotheses. (Taguchi and
Dörnyei, 2009)
This particular research design was thought to be appropriate for this study because
it aimed to identify the characteristics of a population or phenomenon, the factors attributed
to the difficulties with self-directed English language learning, that were shared among the
BS Psychology students. To do this, the required information was gathered using a
validated researcher-made questionnaire.
Respondents of the Study
The respondents of this study were first year to fourth year students of the program
Bachelor of Science in Psychology of Batangas State University - Pablo Borbon Campus.
The number of respondents were two hundred eighty-two (282) students which was
calculated using the stratified sampling technique. This number included thirty-eight (38)
students from first-year, one hundred three (103) students from second-year, ninety-four
(94) students from the third year, and forty-seven (47) students from the fourth year.
Stratified sampling was used as it was the appropriate method for figuring out the
right number of respondents that will properly represent each group, in this case were the
year levels of students, and also to have reduced to no sampling error.
Data Gathering Instrument
A validated researcher-made questionnaire was utilized as the study’s sole data
gathering instrument. The constructed items for the questionnaire were based on the
gathered literature. The content of the questionnaire was divided into two (2) primary parts.
The first part contained the demographic information of respondents, such as sex, year
40
level, parent's educational attainment, monthly family income, English language learning
material most used, and Internet platform most used. The second part included the factors
attributing to the difficulties on self-directed English language learning in terms of
procrastination, delay in providing guidance and feedback, overwhelming amount of
materials and information handed by teachers, lack of time, lack of confidence, detachment
of teachers from learners, negative attitude of students and lack of motivation.
Table 1 presents the scoring and interpretation utilized for the questionnaire.
INTERVAL VERBAL INTERPRETATION

3.50 – 4.00 Strongly Agree
2.50 – 3.49 Agree
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
The questionnaire was validated by experts. The research adviser first examined
the items and when it was deemed ready for validation, the researchers approached the
assigned validators for the validation process. The validators expressed their concerns and
suggestions which the researchers took note of when revising the questionnaire. After the
revision, the validators deemed the questionnaires valid.
A pilot test was conducted on October 18, 2023 at Batangas State University Pablo
Borbon Campus in order to test the reliability of the questionnaire. Thirty (30) BS
Psychology students were asked to answer the questionnaires. The gathered data was
handled with ethical consideration and was tallied which then was sent to the statistician
for the reliability test in which the questionnaire received an excellent interpretation of
reliability with a Cronbach’s Alpha of 0.941 which allowed the researchers to start the
gathering of data.
41
Table 2 displays the reliability test's findings.
Cronbach’s Verbal Remarks

Alpha Interpretation
0.941 Excellent You may proceed to the actual data

gathering
Data Gathering Procedure
The researchers composed a letter that was signed by the OIC Dean of College of
Arts and Sciences, Dr. Rivera which permitted them to conduct the data gathering process.
Upon approval, the questionnaire was distributed to the respondents of the study which
were the students of BS Psychology students of Batangas State University - Pablo Borbon
Campus – The NEU. The gathering of data was in a face-to-face setting and lasted from
October 27 to November 10, 2023.
The researchers approached and asked the respondents to answer the survey
questionnaires in their respective rooms with prior communication to the president or
representative of the class for permission to conduct. The purpose of the questionnaire as
well as well as its instructions were explained to the respondents before it was disseminated
and answered by them. The same set of questions was posed to all participants, and they
were given 10 - 20 minutes to answer the questionnaire. The researchers offered
clarification if any queries arise during the survey. The procedures were executed with
ethical considerations and the gathered data were handled with full confidentiality. Finally,
the researchers compiled and analyzed the responses from the respondents.
Statistical Treatment of Data
The statistical analysis of data employed the Statistical Package for Social
Sciences or SPSS. The statistical tools used in the study are the following:
42
Frequency. This was used in the study to determine the demographic profile of
the respondents as well as organize and compile their responses in terms of sex, year level,
parent’s educational attainment, monthly family income, most used English language
learning materials, and most used internet platforms.
Percentage. This was utilized in the study for determining the respondents'
demographic profile and to arrange and compile their answers concerning the following:
sex, year level, parents' educational attainment, monthly family income, and the most
popular English language learning resources and online platforms.
Weighted mean. This method was used to measure the average responses of the
respondents in terms of personal differences regarding the factors that attribute to their
difficulties encountered in self-directed English language learning with regards to
procrastination, delay in providing guidance and feedback, overwhelming amount of
materials and information handed by teachers, lack of time, lack of confidence, detachment
of teacher from learners, negative attitude of students, and lack of motivation.
Independent Sample T-test. This was used in the study as a tool to determine if
there is significant difference in the students' responses regarding the factors attributing to
their difficulties on self-directed English language learning when grouped according to the
respondent’s sex.
One-Way ANOVA. This was also used in the study to determine if there is a
significant difference in the students' responses regarding the factors attributing to their
difficulties on self-directed English language learning when grouped according to profile
variables with three or more categories.

43
Ethical Considerations
The use of ethical consideration was ensured during the gathering of data. The first
principle of respect for persons was observed as the students were asked first if they were
willing to participate in answering the questionnaire and were given a chance to withdraw
from answering if they desired to do so. The next principle of beneficence and non-
maleficence were also observed as the study minimized any risk or harm to any
participants or researchers by going to different validators to detect and resolve any
detected harm or risk it may cause, as well as maximized the benefits such as that the
results of the study may be used to create activities to help address the factors that
contribute to the students’ difficulties in self-directed English language learning. The
principle of justice was also observed as the study sought a statistician’s help in
determining the number of respondents from different year levels to fairly represent each,
as well as that all respondents were all treated with respect. Confidentiality and data
protection were also observed since the anonymity of the respondents and confidentiality
of their answers were ensured. The study also observed the principle of integrity such as
authors and sources being properly cited without any information being manipulated, and
asking consent from respondents for answering questionnaires and photo documentation.
Any conflict of interest was avoided during the process of the study so that it may be fair.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
1. Profile of the Respondents
This section discusses the respondents’ demographic profile in order to describe
and interpret the sample group’s varying characteristics in terms of sex, year level, parent’s
or guardian’s educational attainment, socio-economic status, English language learning
material most used, and internet platform most used.
Table 3 presents the profile of the respondents in terms of sex.
Table 3. Distribution of respondents by sex.

Frequency Percentage
Sex
Male 48 17.02
Female 234 82.98
Total 282 100
Based on the table, most of the respondents are female. It can be observed that eighty-
two point ninety-eight percent (82.98%) of the respondents are female, consisting of two
hundred thirty-four (234) respectively. On the other hand, forty-eight (48) respondents or
seventeen point two (17.02%) are male. It can be observed that the majority of the program’s
students are female. The results reflected the enrollees for the Academic Year 2023-2024 in
BS Psychology where the majority are female. As evidenced in the study of Harton and
Lyons (2003) women may outnumber males in the field of psychology, because of their
perceived high empathy, which is seen as necessary for attaining success in clinical and
counseling psychology.
Table 4 presents the profile of the respondents in terms of year level.

45
Table 4. Distribution of respondents by year level.

Year Level Frequency Percentage
1 Year
st
38 13.48
2 Year
nd
103 36.52
3 Year
rd
94 33.33
4 Year
th
47 16.67
Total 282 100
The table shows forty-eight percent percent (13.48%) of the respondents are first year
students, thirty-six point fifty-two percent (36.52) from second year, thirty-three point thirty-
three percent (33.33%) from third year, and sixteen point sixty-seven percent (16.67) from
fourth year. Second year having the largest number of respondents was the result of the
stratified random sampling and was reflected from the huge number of enrollees of second
year BS Psychology because of the previous school year enrollment.
Table 5 presents the profile of the respondents in terms of their father’s educational
attainment.
Table 5. Distribution of respondents by their father’s educational attainment.

Father’s Educational Frequency Percentage
Attainment
Elementary Level 14 4.96
Elementary Graduate 15 5.32
High School Level 27 9.57
High School Graduate 87 30.85
College Level 52 18.44
College Graduate 83 29.43
Master’s Level 0 0.00
Master’s Graduate 2 0.71
Doctorate Level 1 0.35
Doctorate Graduate 1 0.35
Total 282 100
As shown in the table, the majority of the respondent’s fathers are high school
graduates with the highest percentage of the population of thirty point eighty-five percent
(30.85%). It is followed by college graduates with twenty-nine point forty-three percent
(29.43%), college level with eighteen point forty-four percent (18.44%), highschool level
46
with nine point fifty-seven percent (9.57%), elementary graduates of five point thirty-two
percent (5.32%), elementary level of four point ninety-six percent (4.96%), master’s
graduate with zero point seventy-one percent (0.71%), doctorate level and doctorate graduate
with each having a percentage of zero point thirty five (0.35), and lastly none for master’s
level. It appears that even if the respondents' fathers are commonly high school graduates,
they did not deprive their children of pursuing college education.
As Cheung and Pomerantz (2012) emphasized, the more involved parents were in
their children's learning, the more motivated children were to achieve well in school for
parental reasons, which contributed to children's improved self-regulated learning and
therefore grades. Although children's parent-oriented motivation was linked to their
controlled and autonomous motivation in school, it was the only factor that explained the
favorable effect of parental participation on children's grades.
Table 6 presents the profile of the respondents in terms of their mother’s educational
attainment.
Table 6. Distribution of respondents by their mother’s educational attainment.

Mother’s Educational Frequency Percentage
Attainment
N/A 6 2.13
Total 282 100
The table shows the mother’s educational attainment with the highest percentage
coming from college graduates with thirty-two point ninety-eight (32.98%) of the
47
population. This is followed by high school graduate with the percentage of twenty-nine
point forty-three (29.43%), college level with fifteen point ninety-six percent (15.96%), high
school level with seven point zero nine percent (7.09%), elementary graduate with seventeen
percent (17%), master’s graduate with two point forty-eight percent (2.48%), elementary
level and none with two point thirteen percent (2.13%), master’s level with one point zero
six percent (1.06%), doctorate graduate of zero point seventy-one percent (0.71%), and none
for doctorate level.
It can be seen that most of the respondents’ mothers are college graduates and none
of them achieved any doctorate level. Among the parents, the primary source of inspiration
for their children is their mother which drives them to pursue higher educational attainment.
In the study of Sewell and Shah (1968), Both father's and mother's educational
achievements have a significant connection to perceived parental motivation, college goals,
college enrollment, and college graduation, with or without adjusting for child intelligence.
Table 7 presents the profile of the respondents in terms of their guardian’s
educational attainment.
Table 7. Distribution of respondents by their guardian’s educational attainment.

Guardian’s Educational Frequency Percentage
Attainment
N/A 114 40.43
Total 282 100
48
As shown in the table above, the distribution of respondents by their guardian’s
educational attainment, forty point forty-three percent (40.43%) of the students chose not
applicable as the answer, leaving college graduate as the highest among the others with the
percentage of twenty-one point ninety-nine percent (21.99%) of the population. This is
followed by high school graduate with fourteen point eighteen percent (14.18%), college
level with ten point ninety-nine percent (10.99%), high school level with four point twenty-
six percent (4.26%), elementary graduate with three point nineteen percent (3.19%),
master’s graduate with two point thirteen percent (2.13%), elementary level with one point
seventy-seven percent (1.77%), master’s level with zero point seventy-one percent
(0.71%), doctorate graduate with zero point thirty-five percent (0.35%), and lastly, none
had a degree of doctorate level.
The results imply that most of the respondents may have their mothers and/or
fathers to watch over them. However, without the presence of either or both the parental
figures, the guardian's level of education is important. In order to assist the child's
education, the guardian will assume the role of parents. As a result, certain findings about
the respondent's performance in consideration of the guardian's surroundings for raising
their child are still relevant.
As stated in Davis-Kean, Tighe, and Waters’ (2021) study, parental educational
attainment lays the groundwork for children's academic performance by indirectly
influencing parents' expectations and proposals about the children as well as by stimulating
their minds both within and outside the home. This is supported by another study of Lara
and Saracostti (2019) which stated that the level of engagement by parents plays a vital
49
part in a child's academic success, particularly in the early years of school, emphasizing
the necessity to produce scientific data specific to the Chilean setting.
Table 8 presents the profile of the respondents in terms of their socio-economic
status.
Table 8. Distribution of respondents by their socio-economic status.

Socio-economic Status Frequency Percentage
40, 000 and above 39 13.83
30, 000 - 40,000 52 18.44
20,000 - 30,000 76 26.95
10, 000 - 20, 000 47 16.67
10, 000 and below 68 24.11
Total 282 100
As seen in the table, the highest family income of the respondents is Php 20,000 -
Php 30, 000 which was chosen by seventy-six (76) or twenty-six point ninety-five percent
(26.95%) of the respondents. Followed by sixty-eight (68) or twenty-four point eleven
percent (24.11%) have a monthly income of Php 10,000 and below, fifty-two (52) or
eighteen point forty-four percent (18.44%) have a monthly income of Php 30,000-Php
40,000, forty-seven (47) or sixteen point sixty-seven percent (16.67%) have a monthly
income of Php 10,000- Php 20,000, and lastly, thirty- nine (39) or thirteen point eighty-
three percent (13.83%) have a monthly income of Php 40,000 and above. The data shows
that most of the respondents have a family monthly income of Php 20,000-Php 30,000.
This implies here that majority of the parents of the respondents have enough monthly
income to boost their academic motivation. Kala and Shirlin (2017) explained families with
higher socioeconomic position are more likely to have a cognitively engaging home
environment, boosting the students' academic motivation.
Table 9 presents the profile of the respondents in terms of their most used English
language learning material.

50
Table 9. Distribution of respondents by their most used English language learning

material.
English Language Learning Frequency Percentage
Materials Used
Books 107 37.94
Textbooks 18 6.38
E-books 95 33.69
Audiobooks 1 0.35
Videos/Films 59 20.82
Periodicals 2 0.71
Total 282 100
The table above shows that the most used English language learning materials are
books as chosen by one hundred seven (107) respondents, with a percentage of thirty-seven
point ninety-four percent (37.94%). Followed by the E-books which was chosen by ninety-
five (95) respondents or thirty-three point sixty-nine (33.69%) of the population. Next is
videos and/or films which was chosen by fifty-nine students (59) or twenty point eighty-
two percent (20.82%), which is then followed by textbooks which was picked by eighteen
(18) students or six point thirty-eight percent (6.38%) of the population. This is followed
by periodicals having two (2) respondents with zero point seventy-one percent (0.71%),
and, at last, followed by audiobooks which was chosen by one (1) respondent or only zero
point thirty-five percent (0.35%) of the population.
Based on the data, it can be seen that students preferred books as their English
language learning materials. This could mean that the learners choose books as their
language learning materials to improve their English skills. This is reflected in the study
conducted by Bok et al. (2020), wherein the students’ most preferred English language
learning material is printed books.
Table 10 presents the profile of the respondents in terms of their most used internet
platform.
51
Table 10. Distribution of respondents by their most used internet platform.

Internet Platforms Frequency Percentage
Used
Google 59 20.92
Facebook 120 42.55
Twitter 27 9.57
Instagram 48 17.02
YouTube 28 9.93
Total 282 100
As seen on the table above, the most used internet platform is Facebook which was
chosen by one hundred and twenty students (120) which is forty-two point fifty-five
percent (42.55%) of the population, followed by Google being chosen by fifty-nine (59)
student or twenty point ninety-two percent (20.92%) of the population. Following this
Instagram which was chosen by forty-eight (48) students with the percentage of seventeen
point zero two (17.02%), next was Youtube with twenty-eight (28) respondents or nine
point ninety-three percent (9.93%), and last was Twitter which was chosen by twenty seven
students (27) which is nine point fifty-seven percent (9.57%) of the population.
The data shows that the platform most students use is Facebook. It can be implied
here that the ease of access and user-friendly nature of the application are what made it the
most used among the other options, and it could also be the most common way for students
to practice their English skills, such as comprehension and communication skills, due to
the site’s wide use of the English language. This is in line with the results of a study
conducted by Faryadi (2017). The results of his research indicated that Facebook is helpful
in English language learning by improving learners’ attitudes, perceptions, confidence,
satisfaction, and motivation to learn the language.
2. Description of Factors Attributing to the Difficulties on Self-Directed English

Language Learning
52
Table 11 shows the description of factors attributing to the difficulties of self-
directed English language learning in relation to procrastination.
Table 11. Factors Attributing to the Difficulties on Self-Directed English Language

Learning in Relation to Procrastination.
Procrastination Mean Interpretation
1. I tend to spend my free time working on other priorities. 3.04 Agree
2. I tend to spend my free time on leisure activities. 3.03 Agree
3. I often spend too much time on social media which lessens
3.01 Agree
my time for studying.
4. I often get in the mood to do other things when it is time
2.99 Agree
for me to study.
5. I take too many breaks in the middle of studying. 2.93 Agree
6. I often set aside English language learning because I think
2.26 Disagree
it would not require much effort.
7. I study English only when I feel I like to. 2.61 Agree
8. I tend to delay studying important topics in learning the
2.17 Disagree
English language because I find them boring.
9. I put English language learning the least in my priority. 2.09 Disagree
10. I believe knowing the basics is enough to learn the English
2.55 Agree
language.
Composite Mean 2.67 Agree
As shown in the table above, most of the respondents agreed that procrastination is
a factor that attributes to the difficulties students face in their self-direction English
language learning as evidenced by the composite mean of 2.67. Among the items, the
students mostly agreed that they tend to spend their free time working on other priorities
which received a mean of 3.04. It can be interpreted that students do not intend to
procrastinate on studying the English language, but since other tasks were deemed more
important by them, they just happen to do so. This is in agreement with O’ Donoghue and
Robin (2001) who said that if given additional options, even non-procrastinators may
procrastinate.
However, students disagreed that they put learning English on the least of their
priority which received the lowest mean of 2.09. It can be interpreted that it is still
53
important for students to learn English, which is supported by Subekti (2022) who
discovered in his study that students still exhibit procrastinating behavior despite having a
high level of self-directed learning and recognizing the importance of learning English
albeit, in this research, for passing their English for Academic Purposes class.
directed English language learning in relation to delay in providing guidance and feedback.

Learning in Relation to Delay in Providing Guidance and Feedback.
Delay in Providing Guidance and Feedback Mean Interpretation
1. I have trouble getting in touch with my instructors to get
2.40 Disagree
feedback.
2. I receive comments or feedback from my instructors about
2.65 Agree
my progress only if I ask them.
3. I have trouble recognizing my mistakes because of the
2.52 Agree
delay in providing feedback.
4. I find myself making small progress due to the constant
2.57 Agree
delay of guidance and feedback.
5. I find myself to be not improving in the language due to
2.21 Disagree
the delay in guidance and feedback.
6. I feel uncertain whether I am doing right or wrong due to
2.62 Agree
the delay in guidance and feedback.
7. I often leave unnoticed errors unresolved due to the delay
2.48 Disagree
in feedback and guidance.
8. I was not able to correct my mistakes soonest due to the
2.47 Disagree
delay of feedback.
9. I stopped striving for improvement because of the
2.00 Disagree
continuous delay of feedback and guidance.
10. I stopped bothering about the quality of my works in
English due to the continuous delay of feedback and 2.06 Disagree
guidance.
Composite Mean 2.40 Disagree
The table above shows that students disagree that delay in providing guidance and
feedback is a factor that attributes to their difficulties on self-directed English language
learning which received a composite mean of 2.40. Moreover, they agreed they receive
comments or feedback from their instructors about their progress only if they asked them,
54
receiving the highest mean of 2.65. This implied here that students might not be receiving
prompt guidance and feedback, potentially hindering their progress. Krystialli and
Arvanitis (2018) explained that through feedback, self-assessment is ensured which
enables students to evaluate their efforts and the knowledge they received. This means that
delaying the feedback delays the self-assessment of students and therefore delaying the
evaluation of what they have done and learned, slowing down their learning progress.
However, they disagreed that they stop striving for improvement because of
continuous delay of feedback and guidance with the lowest mean of 2.00. This could mean
that students are unaffected by the delay of guidance and feedback and still strive to learn
despite it. This is in contradiction to Marin’s (2013) idea that delaying guidance and
feedback may lead students to believe that their instructors have no concern about their
learning progress, reducing confidence and motivation.
Table 13 shows the description of factors attributing to the difficulties on self-
directed English language learning in relation to the overwhelming amount of materials
and information handed by teachers.

Learning in Relation to Overwhelming Amount of Materials and Information Handed
by Teachers.
Overwhelming Amount of Materials and
Mean Interpretation
Information Handed by Teachers
1. I have a problem of mixing up information from different
2.82 Agree
materials because there are too many of them.
2. I have trouble understanding a lot of materials when the
2.92 Agree
teacher suddenly gives them in a single day.
3. I get stressed out because of the huge amount of materials
that I have to finish and as a result have a hard time 3.09 Agree
comprehending them fully.
(Continued on the next page)

55
Table 13
Overwhelming Amount of Materials and
Mean Interpretation
Information Handed by Teachers
4. I am rarely given opportunities to apply what I’ve learned
in real life situations because I have to focus on consuming 2.69 Agree
more materials and information handed to me.
5. I have trouble starting to review the materials due to the
2.89 Agree
huge amount of information that needs to be remembered.
6. I have trouble remembering all the information I have
2.88 Agree
reviewed.
7. I experience anxiety when being handed a huge amount of
materials because of fear of not being able to finish 2.96 Agree
studying them on time.
8. I lose the energy to study because I feel overwhelmed by
the amount of materials and information that needs to be 2.90 Agree
comprehended.
9. I am not able to observe and focus on the structure and
grammar of the materials because I opt to do skimming and 2.73 Agree
scanning as a faster way to get information.
10. I have problems comprehending the huge amount of
2.33 Disagree
materials at a faster rate because they are written in English.
As shown in table 13, the learners agreed that they feel overwhelmed by the amount
of material handed to them by the teachers as verified by a composite mean of 2.82.
Receiving the highest weighted mean of 3.09, the students agreed that they get stressed out
because of the huge amount of materials and therefore have a hard time comprehending
them. It is implied here that students have difficulties finishing the materials while fully
comprehending each one and may only retain certain information without full
understanding which is supported by De Jong (2010) explaining that cognitive overload
causes reduction in their learning.
However, the pupils disagreed that they have problems in comprehending the huge
amount of materials at a faster rate because they are written in English gathering the lowest
weighted mean of 2.33. It can be interpreted that materials being written in English is not
56
the issue when it comes to comprehending large amounts of materials but rather the number
of information they have to take in all at once that is causing the problem.
directed English language learning in relation to lack of time.

Learning in Relation to Lack of Time.
Lack of Time Mean Interpretation
1. I have many responsibilities at home that need to be
2.98 Agree
prioritized more than learning English.
2. I have work after classes. 1.72 Disagree
3. I tend to lose energy to study English due to the day’s
2.36 Disagree
work.
4. I have difficulty finding time to study English. 2.46 Disagree
5. I need to allot more time to studying other courses. 3.11 Agree
6. I often cut short my time for studying English because of
2.89 Agree
some planned tasks and activities.
7. I often have to attend unplanned events which take up my
2.74 Agree
time for studying.
8. I consume the time allotted for studying English in
2.81 Agree
school tasks and activities.
9. I have trouble following a schedule/plan/routine. 2.67 Agree
10. I have difficulty saying no to activities that may waste
2.75 Agree
and take up my study time.
As it is shown in the table, the students agreed that a lack of time factors to their
difficulties in self-directed English language learning with a composite mean of 2.65. The
learners agreed that they need to allot more time in studying with other courses receiving the
highest weighted mean of 3.11. It is implied here that the respondents prioritize studying
their courses in their program rather than learning the English language. This is supported
by Cyril (2015) who stated that finding time for studying can be challenging due to the
responsibilities they have inside and outside the classroom.

57
On the other hand, students disagree that they have work after classes. This implies
that either there may not be any extra work for students to do after class, or if there is, it may
not be interfering with their ability to study English on their own schedule. This is in line
with the findings of Lee and Jeon (2020), stating that most students who work and pay for
their study are more likely to self-direct in their studies.
directed English language learning in relation to lack of confidence.

Learning in Relation to Lack of Confidence.
Lack of Confidence Mean Interpretation
1. I have trouble becoming confident due to some people
2.74 Agree
doubting my English language skills.
2. I find it difficult to boost my confidence when I compare
2.86 Agree
my English language skills with others.
3. I have trouble building confidence when speaking in
2.95 Agree
class because I fear that I will commit errors.
4. I do not think that I can improve my English skills any
1.95 Disagree
further.
5. I am often laughed at when I speak in English. 2.02 Disagree
6. I am never satisfied with my performance involving the
2.53 Agree
use of the English language.
7. I am rarely praised for my English language skills. 2.53 Agree
8. I feel a high level of shyness when trying to practice my
2.65 Agree
English-speaking skills.
9. I am afraid of receiving criticisms concerning my
2.58 Agree
English language skills.
10. I am afraid to make mistakes when practicing my
2.68 Agree
As shown in the table, students agreed that lack of confidence factors to their
difficulties on self-directed learning the English language with a composite mean of 2.55.
The highest mean came from the students who agree that they have trouble building
confidence when they speak in class due to the fear of committing errors with a weighted
58
mean of 2.95. This is supported by the results of the study conducted by Juhana (2012)
wherein it was identified that the psychological barriers of students in speaking English in
class includes the fear of making a mistake, shyness, anxiety, lack of confidence and desire.
On the other hand, the lowest weighted mean of 1.95 came from students who disagreed that
they think they cannot improve their English skills any further. This implies that students
continue to hold the view that they can still get better at using the English language.
directed English language learning in relation to detachment of teachers from learners.

Learning in Relation to Detachment of Teachers from Learners.
Detachment of Teachers from Learners Mean Interpretation
1. I do not feel the urge to learn the language when there is
2.33 Disagree
no instructor that directs me.
2. I find it hard to evaluate my own learning progress without
2.64 Agree
receiving an instructor’s evaluation.
3. I find it hard to know the appropriate learning strategy for
2.52 Agree
myself without an instructor.
4. I find it hard to plan out the things I want to learn without
2.58 Agree
an instructor’s proper sequence of lessons.
5. I find it hard to figure out where to start learning without
2.54 Agree
an instructor directing me.
6. I find it hard to figure out my learning needs without the
2.57 Agree
instructor’s comments and suggestions.
7. I have a hard time deciding what activities to do to improve
2.65 Agree
without the instructor’s guidance.
8. I have trouble accomplishing activities without an
2.43 Disagree
instructor directing and instructing me.
9. I find it hard to improve without an instructor pushing my
2.48 Disagree
capabilities in learning the language.
10. I have a hard time figuring out how to approach lessons
2.54 Agree
when there is no instructor to instruct me.
According to the results in the table, the students agreed that being detached from
their teachers also plays a factor on the difficulties they face in self-directed learning the
59
English language, receiving a composite mean of 2.53. The highest weighted mean of 2.65
comes from the students who agreed that they have a hard time deciding what activities to
do to improve without the guidance of their instructor. This implies that students still have
not fully adjusted to being self-directed since they have been learning English in a teacher-
directed setting which is supported by Aslan and Reigeluth (2015) who explained that not
knowing how to act, what to do, and how to take responsibility in one’s own learning are
some of the challenges experienced when students are detached from teachers when they
previously experienced a traditional set up.
While the lowest weighted mean of 2.33 came from the students who do not feel
the urge to learn the language when there is no instructor that directs each of them. This
could mean that students possess some level of being a self-directed learner and still learn
by themselves with or without the presence of a teacher or instructor.
directed English language learning in relation to the negative attitude of students.

Learning in Relation to Negative Attitude of Students.
Negative Attitude of Students Mean Interpretation
1. I do not see the importance in learning the English
1.50 Disagree
language.
2. I do not find learning the English language interesting. 1.58 Disagree
3. I only have interest in learning the language that I like. 2.14 Disagree
4. I believe I only need one language, which is my mother
1.55 Disagree
tongue, and nothing more.
5. I do not think learning the English language will have a
1.57 Disagree
big impact on my personal life.
6. I find the English language learning materials boring. 1.70 Disagree
7. I believe learning our own language is more important than
2.19 Disagree
learning other languages.

60
Table 17
Negative Attitude of Students Mean Interpretation
8. I believe that learning important terms in English that are
useful in daily life is more important than learning the
2.40 Disagree
intricacies (grammar, pronunciation, punctuation) of the
English language.
9. I was not encouraged to speak in English so I do not bother
1.90 Disagree
to practice it.
10. I am surrounded with people who do not speak English
very well so I do not find the need to improve my current 1.91 Disagree
English proficiency level.
Based on the results, it can be seen that the students disagreed that they have a
negative attitude towards learning the English language, receiving a composite mean of
1.85. The highest mean of 2.40 came from students disagreeing that only learning the
important terms in English that are useful in daily life and is more important than learning
the intricacies of the said language. It can be implied that students believe in learning
beyond the basics in order to express oneself more effectively. This is reflected in Dash’s
(2022) paper about how written words are linked with spoken words and how this affects
the person's speaking skills wherein he concluded that lacking the appropriate vocabulary
and skills to construct sentences will not be helpful in communication.
Receiving the lowest mean of 1.50, students also disagreed on not seeing the
importance in learning the English language. This implies that BS psychology students
believe that learning the English language is an important skill to have. This result is in
agreement with Hayati’s (2015) research where the students’ belief – which is also their
main motivation for learning English – is that English language is an important skill to
have due to the jobs requiring employees to have good English skills.
directed English language learning in relation to lack of motivation.

61

Learning in Relation to Lack of Motivation.
Lack of Motivation Mean Interpretation
1. I do not know where to start with self-studying in English. 2.28 Disagree
2. I do not receive encouragement and support from others in
2.15 Disagree
studying and practicing English.
3. I do not often use the English language in the classroom
2.22 Disagree
because my classmates and teachers do not as well.
4. I do not have someone I can practice speaking English
2.31 Disagree
with.
5. I am often ridiculed/criticized by others when I use the
1.97 Disagree
English language.
6. I am being compared with students who are more
2.05 Disagree
proficient in the language than me.
7. I do not have enough materials and resources for studying. 2.07 Disagree
8. I do not find the process of studying English enjoyable. 1.90 Disagree
9. I do not see improvement in myself regarding my English
1.96 Disagree
language skills.
10. I do not bother to correct my use of the English language
because my instructors do not correct me nor my 1.89 Disagree
classmates.
As seen by the table above, the students disagreed that they have lack of motivation
in self-directing English language learning. Moreover, students disagreeing on not having
someone to practice the English language received the highest mean of 2.31. It is implied
here that the students have someone that knows the English language enough for them to
practice with and most probably practices communication skills in English with them. The
result can be reflected in an article by Bahar and Latif (2019) wherein he stated that due to
the limited use of the English language in classrooms, many learners use the English
language outside school as a strategy to practice it so that they’ll achieve their desired
proficiency.
Also, students disagreed on not bothering to correct their use of the English
language because their instructors do not correct them nor their classmates, receiving the
lowest mean of 1.89. This implies that students are aware of their errors and correct
62
themselves even when no one corrects them. This is supported by Truman (2008) who, in
his book “Multilingual Matters,” stated that being self-directed in language learning means
that one will not have much opportunity to be corrected in a classroom setting and will
have to monitor themselves regarding their progress and develop the ability of correcting
oneself.
3. Differences on the Factors Attributing to the Difficulties on Self-Directed English

Language Learning When Grouped According to the Profile Variables
Table 19 shows the differences on the factors attributing to the difficulties of the
respondents on self-directed English language learning when grouped according to sex.
Table 19. Differences on the factors attributing to the difficulties of the respondents
on self-directed English language learning when grouped according to sex.
Computed p- Decision
Variables Sex Mean Interpretation
t-value value on H o
Male 2.80
Procrastination 2.256 0.025 Reject Significant
Female 2.64
Delay in Male 2.48
Providing Failed to
1.267 0.206 Not Significant
Guidance and Female 2.38 Reject
Feedback
Overwhelming
Amount of Male 2.60
Materials and
-3.264 0.001 Reject Significant
Information
Handed by Female 2.87
Teachers
Male 2.63 Failed to
Lack of Time -0.348 0.728 Not Significant
Female 2.66 Reject
Lack of Male 2.40 Failed to
-1.664 0.097 Not Significant
Confidence Female 2.58 Reject
Detachment of Male 2.46
Failed to
Teachers from Female 2.54 -0.723 0.470 Not Significant
Reject
Learners Female 2.07

63
Table 19
Computed p- Decision
Variables Sex Mean Interpretation
t-value value on H o
Negative Male 1.90

Failed to
Attitude of 0.779 0.436 Not Significant
Female 1.83 Reject
Students
Lack of Male 2.14 Failed to
0.826 0.410 Not Significant
Motivation Female 2.07 Reject
Based on the table above, there were two factors that were found to have a significant
difference when grouped according to the profile variable sex. First of these factors was
procrastination, receiving a p-value of 0.025 with the male group receiving the higher mean
of 2.64. It can be interpreted that the sex of students affects their tendency to procrastinate
in self-directed English language learning. This is in line with the study of Özer, Demir,
and Ferrari (2009) where there was a significant difference in gender regarding academic
procrastination as well as with Balkis and Duru’s (2017) finding where the negative impact
of academic procrastination on academic achievement and satisfaction with academic life
differs by gender.
The second factor was the overwhelming amount of materials and information
handed by teachers receiving the p-value of 0.001 with the female group receiving the
higher mean of 2.87. This could mean that the year level of students affects how they handle
the amount of materials being handed to them. This is further supported by a study
conducted by Studenska (2011) who found in their study that the male sex encounters more
difficulties with motivational planning and organizing such as handling the materials that
are given to them.
However, there were no significant differences found with the students’ responses
regarding the other factors when grouped according to sex.

64
respondents on self-directed English language learning when grouped according to year
level.
on self-directed English language learning when grouped according to year level.
Year Computed p- Decision

Variables Mean Interpretation
Level f-value value on H o
1st
2.61
Year
2nd
2.64
Year Failed to Not
Procrastination 2.156 0.093
3rd Reject Significant
2.76
Year
4th
2.59
Year
1st
2.50
Year
Delay in 2nd
2.41
Providing Year Failed to Not
0.895 0.444
Guidance and 3rd Reject Significant
2.37
Feedback Year
4th
2.34
Year
1st
2.85
Year
Overwhelming 2nd
2.88
Amount of Year
Materials and 3rd
2.84 2.834 0.039 Reject Significant
Information Year
Handed by 4th
Teachers 2.62
Year
4th
2.03
Year

65
Table 20

1st
2.67
Year
2nd
2.66
Year Failed to Not
Lack of Time 1.767 0.154
2.71
Year
4th
2.50
Year
1st
2.41
Year
2nd
2.50
Lack of Year Failed to Not
1.300 0.275
Confidence 3rd Reject Significant
2.61
Year
4th
2.65
Year
1st
2.44
Year
2nd
Detachment of 2.52
Year Failed to Not
Teachers from 0.387 0.763
Learners 2.58
Year
4th
2.50
Year
1st
1.73
Year
2nd
1.89
Negative Attitude Year
3rd 2.631 0.050 Reject Significant
of Students 1.91
Year
4th
1.71
Year

66
Table 20

1st
1.98
Year
2nd
2.06
Lack of Year Failed to Not
1.222 0.302
Motivation 3rd Reject Significant
2.17
Year
4th
2.03
Year
It was shown on the table that there is a significant difference found between two
factors when grouped according to year level. One of them is that the overwhelming
amount of materials and information handed by teachers is found to have a significant
difference with a p-value of 0.039 and the highest mean from the second year level of
2.88. This implies that the year level of students affects their difficulties self-directing
English language learning. In contrast to this, Tekkol and Demirel (2018), identified that
there were no significant differences in the students' levels of SDL and annual level.
The other factor was negative attitude with a p-value of 0.050 and the third year
receiving the highest mean which can be interpreted that year level affects the attitude of
students when it comes to learning English. This is in line with the results of Carson (2012)
in her study where she found that there is a correlation between self-directed learning and
academic achievement.
On the other hand, no significant difference was found on the other factors when
grouped according to the profile variable.

67
respondents on self-directed English language learning when grouped according to parent’s
on self-directed English language learning when grouped according to parent’s
Parent’s
Computed p- Decision Interpreta-
Variables Educational Mean
f-value value on H o tion
Attainment
Elementary
2.70
Level
Elementary
2.40
Graduate
High School
2.82
Level
High School
2.70
Graduate
College
2.59
Level Failed to Not
College Reject Significant
2.69
Graduate
Master’s
2.47
Level
Master’s
2.58
Graduate
Doctorate
2.60
Level
Doctorate
2.80
Graduate
Elementary
2.67
Level
Elementary
Delay in 2.55
Graduate
Providing Failed to Not
High School 0.718 0.693
Guidance and 2.36 Reject Significant
Feedback Level
High School
2.17
Graduate

68
Table 21
Parent’s
Attainment
College
2.44
Level
College
2.36
Graduate
Delay in Master’s
2.39
Providing Level Failed to Not
0.718 0.693
Guidance and Master’s Reject Significant
Feedback 2.63
Graduate
Doctorate
2.49
Level
Doctorate
3.10
Graduate
Elementary
2.33
Level
Elementary
2.40
Graduate
High School
3.25
Level
High School
2.76
Overwhelming Graduate
Amount of College
2.72
Materials and Level Failed to Not
0.729 0.682
Information College Reject Significant
2.81
Handed by Graduate
Teachers Master’s
2.86
Level
Master’s
2.83
Graduate
Doctorate
2.90
Level
Doctorate
2.63
Graduate
Elementary
3.20
Level Failed to Not
Elementary Reject Significant
2.37
Graduate

69
Table 21
Parent’s
Attainment
High School
2.82
Level
High School
2.90
Graduate
College
2.36
Level
College
2.62
Graduate Failed to Not
Master’s Reject Significant
2.66
Level
Master’s
2.67
Graduate
Doctorate
2.66
Level
Doctorate
2.50
Graduate
Elementary
2.53
Level
Elementary
3.00
Graduate
High School
2.33
Level
High School
2.65
Graduate
College
3.05
Lack of Level Failed to Not
1.305 0.234
Confidence College Reject Significant
2.86
Graduate
Master’s
2.69
Level
Master’s
2.65
Graduate
Doctorate
2.37
Level
Doctorate
2.57
Graduate

70
Table 21
Parent’s
Attainment
Elementary
2.33
Level
Elementary
2.32
Graduate
High School
3.20
Level
High School
2.13
Graduate
College
Detachment of 2.55
Level Failed to Not
Teachers from 0.709 0.701
Learners 3.00
Graduate
Master’s
2.82
Level
Master’s
2.35
Graduate
Doctorate
2.60
Level
Doctorate
2.45
Graduate
Elementary
2.53
Level
Elementary
2.83
Graduate
High School
2.35
Level
High School
Negative 2.50
Graduate Failed to Not
Attitude of 0.575 0.818
Students 2.23
Level
College
2.53
Graduate
Master’s
2.15
Level
Master’s
2.02
Graduate

71
Table 21
Parent’s
Attainment
Doctorate
Negative 1.91
Level Failed to Not
Doctorate Reject Significant
Students 1.88
Graduate
Elementary
1.73
Level
Elementary
1.85
Graduate
High School
1.83
Level
High School
1.94
Graduate
College
1.80
Lack of Level Failed to Not
1.510 0.144
Motivation College Reject Significant
1.70
Graduate
Master’s
1.85
Level
Master’s
3.30
Graduate
Doctorate
2.08
Level
Doctorate
2.13
Graduate
As seen on table 21, the factors do not have any significant difference when grouped
according to parents’ educational attainment due to the p-value of each one being >0.05.
Thus, it can be said that the parents’ educational attainment does not affect the factors that
attribute to the difficulties of students in self-directed English language learning. This is in
line with the results of Mehdiyev and Dağdeler (2023) who, in their study, found that
factors that contribute to the difficulties of students in language learning did not show
significant difference when grouped according to the factors grade and education level of
the parents, as well as the students’ sex.

72
respondents on self-directed English language learning when grouped according to parent’s
socio-economic status.
on self-directed English language learning when grouped according to socio-economic
status.
Socio-
Variables economic Mean
Status
40, 000
2.61
and above
30, 000 -
2.60
40,000
20,000 - Failed to Not
Procrastination 2.67 0.781 0.538
30,000 Reject Significant
10, 000 -
2.71
20, 000
10, 000
2.72
and below
40, 000
2.39
and above
30, 000 -
2.32
Delay in 40,000
Providing 20,000 - Failed to Not
2.42 1.880 0.114
Guidance and 30,000 Reject Significant
Feedback 10, 000 -
2.55
20, 000
10, 000
2.33
and below
40, 000
2.83
Overwhelming and above
Amount of 30, 000 -
2.61
Materials and 40,000
2.876 0.023 Reject Significant
Information 20,000 -
2.83
Handed by 30,000
Teachers 10, 000 -
2.89
20, 000

73
Table 22
Socio-
Status
Overwhelming
Amount of
Materials and 10, 000
Information and below
Handed by
Teachers
40, 000
2.53
and above
30, 000 -
2.53
40,000
Lack of Time 2.66 2.320 0.057
10, 000 -
2.73
20, 000
10, 000
2.75
and below
40, 000
2.37
and above
30, 000 -
2.38
40,000
Lack of 20,000 -
Confidence 30,000
10, 000 -
2.89
20, 000
10, 000
2.59
and below
40, 000
2.31
and above
30, 000 -
2.36
40,000
Detachment of
20,000 -
Teachers from 2.61 3.283 0.012 Reject Significant
30,000
Learners
10, 000 -
2.71
20, 000
10, 000
2.57
and below

74
Table 22
Socio-
Status
40, 000 and
1.88
above
30, 000 -
1.85
40,000
Negative
Attitude of 1.84 0.214 0.931
Students
10, 000 -
1.79
20, 000
10, 000 and
1.86
below
40, 000 and
2.04
above
30, 000 -
2.01
40,000
Lack of 20,000 - Failed to Not
2.05 0.672 0.612
Motivation 30,000 Reject Significant
10, 000 -
2.12
20, 000
10, 000 and
2.16
below
The results show that there is a significant difference found among three factors
when grouped according to socio-economic status. The first one is the overwhelming
amount of materials and information handed by teachers with a p-value of 0.023, with the
range Php 10,000 and below being receiving the highest mean of 2.91. This could mean
that socio-economic status affects the amount of materials and information being handed
by teachers. Philominraj (2022) went on to emphasize the importance of family
commitment to English language learning achievement, which may be related to the
family's financial stability.

75
The second factor that resulted in having a significant difference when grouped
according to the profile variable was lack of confidence, receiving a p-value of 0.001 and
the highest mean of 2.89 from the income range of Php 10, 000 - Php 20, 000. This means
that socio-economic status of students affects the students’ confidence when it comes to
self-direction in their English language learning. Both Pendidikan and Pengajaran (2023)
emphasized the value of a supportive learning environment in raising students' self-efficacy
beliefs in their ability to learn English. They also suggest that in order to address the impact
of socioeconomic status on confidence, a focus on creating supportive learning
environments may be necessary.
The third factor is detachment of teachers from learners with a p-value of 0.012 and
the highest mean by the income range Php 10, 000 - Php 20, 000 with the mean of 2.71. It
can be interpreted that the socio-economic status of students has an effect on the
detachment of teachers from learners. Česnavičienė et al. (2020) discovered that educators
who interact with students from lower socioeconomic backgrounds typically utilize a
motivational and regulating approach that is somewhat autonomy-supportive.
Meanwhile, the rest of the factors were found not to have significant
differences when grouped according to socio-economic status, as these factors received a
p-value that was >0.05. This could mean that self-directed learning is more concerned with
the desire to learn and grow than financial security or income level development, despite
financial constraints.
respondents on self-directed English language learning when grouped according to English
language learning materials used.

76
on self-directed English language learning when grouped according to English
language learning materials used.
English
Language
Variables Learning Mean
f-value value on Ho tion
Materials
Used
Books 2.65
Textbooks 2.84
E-books 2.65 Failed to Not
Audiobooks 2.70 Reject Significant
Videos/Films 2.66
Periodicals 2.85
Books 2.44
Delay in Textbooks 2.52
Providing E-books 2.36 Failed to Not
0.772 0.570
Guidance and Audiobooks 2.50 Reject Significant
Feedback Videos/Films 2.35
Periodicals 2.10
Books 2.76
Overwhelming Textbooks 2.83
Amount of E-books 2.86
Materials and Audiobooks 2.70 Failed to Not
0.487 0.786
Information Reject Significant
Videos/Films 2.86
Handed by
Teachers Periodicals 2.90
Books 2.62
Textbooks 2.62
E-books 2.69 Failed to Not
Videos/Films 2.65
Periodicals 2.55
Books 2.54
Textbooks 2.65
Lack of E-books 2.55 Failed to Not
0.483 0.789
Confidence Audiobooks 2.65 Reject Significant
Videos/Films 2.62
Periodicals 2.44

77
Table 23
English
Language
Variables Learning Mean
Materials
Used
Books 2.53
Detachment Textbooks 2.40
of Teachers E-books 2.49 Failed to Not
0.655 0.658
from Audiobooks 2.40 Reject Significant
Learners Videos/Films 2.55
Periodicals 2.54
Books 1.87
Textbooks 1.85
Negative E-books 1.81 Failed to Not
Students
Videos/Films 1.85
Periodicals 1.50
Books 2.99
Textbooks 3.10
Lack of E-books 3.19 Failed to Not
0.329 0.895
Motivation Audiobooks 3.35 Reject Significant
Videos/Films 2.40
Periodicals 2.80
The table above indicated that there was no significant difference among the
factors. This is due to them receiving a p-value of >0.05 which interpreted the factors to
not have a significant difference when grouped according to the profile variable. This
implies that the students’ most used English language learning material has no effect on
the factors that attribute to their difficulties in self-directing English language learning.
This is supported by a study conducted by Huda (2022) wherein the results show
that there is a positive relationship between self-directed learning in English and students
reading English materials. It shows that self-directed learning increases reading
comprehension among students as well as responsibility as they put effort in learning

78
English without a teacher’s presence or telling them to do so. Therefore, English language
learning materials are not a factor that contributes to the students’ difficulties in their self-
directed English language learning.
respondents on self-directed English language learning when grouped according to internet
platforms used.
on self-directed English language learning when grouped according to internet
platforms used.
Internet
Variables Platforms Mean
Used
Google 2.62
Facebook 2.69
Failed to Not
Procrastination Twitter 2.73 0.445 0.776
Reject Significant
Instagram 2.65
YouTube 2.63
Google 2.49
Delay in Facebook 2.40
Providing Failed to Not
Twitter 2.37 1.334 0.257
Guidance and Reject Significant
Feedback Instagram 2.28
YouTube 2.43
Overwhelming Google 2.72
Amount of Facebook 2.83
Materials and Twitter 2.76 Failed to Not
1.370 0.244
Information Reject Significant
Handed by Instagram 2.86
Teachers YouTube 2.97
Google 2.58
Facebook 2.72
Failed to Not
Lack of Time Twitter 2.57 1.145 0.336
Reject Significant
Instagram 2.63
YouTube 2.58
Lack of Google 2.60 Failed to Not
0.792 0.531
Confidence Facebook 2.60 Reject Significant

79
Table 24
Internet
Variables Platforms Mean
Used
Twitter 2.49
Lack of Failed to Not
Instagram 2.41 0.792 0.531
Confidence Reject Significant
YouTube 2.54
Google 2.49
Detachment Facebook 2.61
Failed to Not
of Teachers Twitter 2.35 1.089 0.362
Reject Significant
from Learners Instagram 2.47
YouTube 2.53
Google 1.84
Negative Facebook 1.85
Failed to Not
Attitude of Twitter 1.76 0.252 0.908
Reject Significant
Students Instagram 1.88
YouTube 1.86
Google 2.13
Facebook 2.04
Lack of Failed to Not
Twitter 2.16 0.666 0.616
Motivation Reject Significant
Instagram 2.02
YouTube 2.17
Table 24 shows that there is no significant difference found among the factors as
each of them received a p-value of >0.05 when grouped with the profile variables. Based
on the data shown, the internet platforms that the students frequently use does not have an
effect on the factors that contribute to their difficulties in self-directed English language
learning.
However, this result is in contrast with the findings of Zhou (2021) in this journal
article “Impacts of Social Media on Language Learning: A Review of Literature.”
According to their article, social media or internet platforms does have an effect on English
language learning, both positive and negative. Internet-based social media sites provide
adequate language exposure, a less stressful environment, opportunity to communicate

80
with native language speakers, and collaboration with other learners. Conversely, such
internet platforms may distract students from their learning and direct students to false
information.
4. Proposed Strategies on the Factors Attributing to the Difficulties of Students on
Self-Directed English Language Learning
The proposed action plan is composed of activities and strategies, each addressing
to overcome the factors that attribute to the difficulties of the students in their self-directed
language learning. The activities and strategies aim to minimize the effect of these factors
and enhance the student’s self-direction in learning the English language.

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This paper aimed to describe the factors attributing to the difficulties of BS
Psychology students on self-directed English language learning, namely for the factors
which are procrastination, delay in providing guidance and feedback, overwhelming
amount of materials and information handed by teachers, lack of time, lack of confidence,
detachment of teachers from learners, negative attitude of students, and lack of motivation.
This paper also aimed to see if there was a significant difference among the previously
stated factors when grouped according to the profile variables of students regarding their
sex, year level, parent’s educational attainment, socio-economic status, English language
learning materials, and internet platforms used, which is initially hypothesized that there is
none. Based on the results, a proposed plan of action was generated to address those factors
that are contributing to their difficulties on self-directed English language learning.
This study utilized a quantitative descriptive research design and a researcher-made
questionnaire to gather the necessary data. The questionnaire was validated by the
validators, and the research’s statistician. They ran the reliability test of the questionnaire
which received a 0.941 Cronbach’s Alpha that allowed the research to proceed to data
gathering. The respondents were BS Psychology and the numbers were sampled through
the use of Stratified Sampling Method. To gather data, the researchers disseminated the
questionnaires to the appropriate respondents to gather data while taking ethical
consideration into account in doing so.

82
Conclusions
1. Majority of the respondents were female. Most of the respondents, however, were second
year students, have fathers with an education attainment of high school graduates and
mothers and guardians who are college graduates, and a socio-economic that is ranging
from 20, 000 to 30, 000. The respondents most used English language learning materials
are books, and Facebook as their most used internet platform.
2. Students agreed that procrastination, the overwhelming amount of materials and
information handed by teachers, lack of time, lack of confidence, and detachment of
teachers from learners are factors that attributes to their difficulties in self-directed English
language learning. On the other hand, the students disagreed that delay in providing
guidance and feedback, negative attitude, and lack of motivation affects them so.
3. The study revealed noteworthy variations among factors when categorized based on
specific profile variables. Significant differences were observed in procrastination and the
overwhelming amount of materials given by teachers when participants were grouped by
sex. Additionally, year level grouping demonstrated significant differences in the
overwhelming amount of materials provided by teachers and negative attitude. When
socio-economic status was considered, significant differences emerged in factors including
the overwhelming amount of materials from teachers, lack of confidence, and teacher-
learner detachment.
4. The proposed output of the plan of action might be conducive to students, instructors,
and administrators in addressing the factors that attribute to the difficulties of BS
Psychology on self-directed English language learning so that their self-directed learning
may be enhanced.
83
Recommendations
1. Students should create a thorough learning plan that is customized to their goals,
abilities, and shortcomings. Identify the areas that require attention, such as
grammar, vocabulary, speaking, listening, reading, and writing. Break these
components down into simple tasks, establish reasonable dates, and keep track of
your work on a regular basis. A well-structured plan serves as a road map for your
language learning experience, delivering a balanced and efficient learning
experience. Students should develop a well-organized learning plan that details
their study schedule, tools, and milestones. This plan might include daily language
exercises, weekly reading assignments, and occasional progress evaluations.
Learners may maintain consistency and assess their progress by using an organized
strategy, making improvements as needed to keep on track.
2. The school library or institution such as Perlego provides a wide variety of English
language reading materials, such as fiction, nonfiction, newspapers, and
periodicals. This diversity exposes students to a range of writing styles, genres, and
cultural views, which improves their language ability and understanding. Integrate
interactive language learning platforms into the resources of the school that can be
done with the help of the school administrators. Language exercises, quizzes, and
interactive lessons on websites and apps may engage students in a dynamic and
self-paced learning experience. Platforms such as Duolingo, Babbel, and FluentU
can be useful additions.
3. Language learning is more than just textbooks and online tools. Seek for
opportunities to put English abilities to use in real-life circumstances. Students may

84
participate in language exchange programs, and online forums or connect with
native speakers through language exchange platforms. Conversation, even at a
basic level, helps to increase confidence, enhance fluency, and expose you to actual
language use. Don't be scared to make errors; they're part of the learning process.
4. Learning a language relies heavily on consistency. Students should develop a
consistent practice regimen to reinforce learning and improve language
competence. Daily vocabulary drills, speaking exercises, and writing assignments
might all be part of this regimen. Consistent practice not only reinforces
information but also fosters language fluency and confidence. Including language
acquisition in everyday activities, such as naming household things or keeping a
language notebook, promotes continual exposure and reinforcement.
5. Seek feedback actively from peers, language exchange partners, or online groups.
Others' constructive comments and suggestions give vital insights into areas that
need to be improved. Collaborating with other students develops a feeling of
community and shared learning opportunities. Engaging in conversation, attending
language exchange meet-ups, or engaging in online forums allows students to put
their abilities to the test in real-life circumstances and receive constructive
criticism, leading to a more holistic approach to language learning.

85
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92
APPENDICES
Dear Respondent,
We, the fourth-year student of Bachelor of Arts in English Language Studies, are
conducting a study titled “Factors Attributing to the Difficulties of BS Psychology Students
on Self-Directed English Language Learning” as partial fulfillment for our course ELS
200: Language Research 2 (Thesis). On account of this, we humbly request for your time
to answer this questionnaire to provide us the much needed data to carry out the study. We
will ensure that your response will be treated with utmost confidentiality and will be used
for the purposes of the study only.
Your response will be highly appreciated.
The Researchers
Noted:
Dr. CHONA D. ANDAL

Research Adviser
93
I. Demographic Profile
Directions: Below are items on your demographic profile categorized into sex, program,
year level, parent’s educational attainment, socio-economic status, English language
learning materials used, and most Internet platforms used. Please, put a check on the box
that corresponds to your answer.
1.1. Sex
☐Male ☐Female
1.2. Program
☐BS Psychology
1.3. Year Level
☐First Year
☐Second Year
☐Third Year
☐Fourth Year
1.4. Parent’s/Guardian’s Educational Attainment
Father Mother Guardian
☐Elementary Level ☐Elementary Level ☐Elementary Level
☐Elementary Graduate ☐Elementary Graduate ☐Elementary Graduate
☐High School Level ☐High School Level ☐High School Level
☐High School Graduate ☐High School Graduate ☐High School Graduate
☐College Level ☐College Level ☐College Level
☐College Level Graduate ☐College Level Graduate ☐College Level Graduate
☐Masteral Studies Level ☐ Masteral Studies Level ☐ Masteral Studies Level
☐Masteral Studies ☐Masteral Studies ☐Masteral Studies
Graduate Graduate Graduate
☐Doctoral Studies Level ☐Doctoral Studies Level ☐Doctoral Studies Level
☐Doctoral Studies ☐Doctoral Studies ☐Doctoral Studies
Graduate Graduate Graduate
1.5. Socio-economic Status

☐40,000 and above ☐30,000 – 40,000 ☐20,000 – 30,000
☐10,000 – 2,000 ☐10,000 and below
1.6. English Language Learning Materials Most Used
☐Books ☐Textbooks ☐E-Books ☐ Audiobooks ☐ Videos/Films
☐Periodicals (magazines, newspapers, journals)
1.7. Internet Platforms Most Used

☐Google ☐Facebook ☐Twitter ☐Instagram ☐YouTube
94
II. Description of Factors Attributing to the Difficulties in Self-Directed English

Language Learning
1. Procrastination - The tendency to delay or postpone the action of doing and
completing a task or activity (Ozer, Demir, & Ferrari, 2009).
Directions: Listed below are statements that involve procrastination as a factor that
may affect students in their self-directed English language learning. Please check
the box that corresponds to your level of agreement or disagreement with the use
of the following Likert scale:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
INDICATORS 4 3 2 1
1. I tend to spend my free time working on other priorities.
2. I tend to spend my free time on leisure activities.
3. I often spend too much time on social media which lessens my time
for studying.
4. I often get in the mood to do other things when it is time for me to
study.
5. I take too many breaks in the middle of studying.
6. I often set aside English language learning because I think it would not
require much effort.
7. I study English only when I feel I like to.
8. I tend to delay studying important topics in learning the English
language because I find them boring.
9. I put English language learning the least in my priority.
10. I believe knowing the basics is enough to learn the English language.
2.2. Delay in Providing Guidance and Feedback

Directions: Listed below are statements that involve the delay in providing
guidance and feedback of instructors as a factor that may affect students in their
self-directed English language learning. Please check the box that corresponds to
your level of agreement or disagreement with the use of the following Likert scale:
3 – Agree
2 – Disagree
INDICATORS 4 3 2 1
1. I have trouble getting in touch with my instructors to get feedback.
2. I receive comments or feedback from my instructors about my
progress only if I ask them.
3. I have trouble recognizing my mistakes because of the delay in
providing feedback.
95
4. I find myself making small progress due to the constant delay of

guidance and feedback.
5. I find myself to be not improving in the language due to the delay in
6. I feel uncertain whether I am doing right or wrong due to the delay in
7. I often leave unnoticed errors unresolved due to the delay in feedback
and guidance.
8. I was not able to correct my mistakes soonest due to the delay of
feedback.
9. I stopped striving for improvement because of the continuous delay
of feedback and guidance.
10. I stopped bothering about the quality of my works in English due to
the continuous delay of feedback and guidance.
2.3. Overwhelming Amount of Materials and Information Handed by Teachers

Directions: Listed below are statements that involve overwhelming amounts of
materials and information handed by teachers as factors that may affect students in
their self-directed English language learning. Please check the box that corresponds
to your level of agreement or disagreement with the use of the following Likert
scale:
3 – Agree
2 – Disagree
INDICATORS 4 3 2 1
1. I have a problem of mixing up information from different materials
because there are too many of them.
2. I have trouble understanding a lot of materials when the teacher

suddenly gives them in a single day.
3. I get stressed out because of the huge amount of materials that I have
to finish and as a result have a hard time comprehending them fully.
4. I am rarely given opportunities to apply what I’ve learned in real life
situations because I have to focus on consuming more materials and
information handed to me.
5. I have trouble starting to review the materials due to the huge amount
of information that need to be remembered.
6. I have trouble remembering all the information I have reviewed.
7. I experience anxiety when being handed a huge amount of materials
because of fear of not being able to finish studying them on time.
8. I lose the energy to study because I feel overwhelmed by the amount
of materials and information that needs to be comprehended.
96
9. I am not able to observe and focus on the structure and grammar of the
materials because I opt to do skimming and scanning as a faster way
to get information.
10. I have problems comprehending the huge amount of materials at a
faster rate because they are written in English.
2.4. Lack of Time

Directions: Listed below are statements that involve lack of time as a factor that
may affect students in their self-directed English language learning. Please check
the box that corresponds to your level of agreement or disagreement with the use
of the following Likert scale:
3 – Agree
2 – Disagree
INDICATORS 4 3 2 1
1. I have many responsibilities at home that need to be prioritized more 1. 2. 3. 4.
than learning English.
2. I have work after classes. 5. 6. 7. 8.
3. I tend to lose energy to study English due to the day’s work. 9. 10. 11. 12.
4. I have difficulty finding time to study English. 13. 14. 15. 16.
5. I need to allot more time in studying other courses. 17. 18. 19. 20.
6. I often cut short my time for studying English because of some planned 21. 22. 23. 24.
tasks and activities.
7. I often have to attend unplanned events which take up my time for 25. 26. 27. 28.
studying.
8. I consume the time allotted for studying English in school tasks and 29. 30. 31. 32.
activities.
9. I have trouble following a schedule/plan/routine. 33. 34. 35. 36.
10. I have difficulty saying no to activities that may waste and take up my 37. 38. 39. 40.
study time.
2.5. Lack of Confidence

Directions: Listed below are statements that involve lack of confidence as a factor
that may affect students in their self-directed English language learning. Please
check the box that corresponds to your level of agreement or disagreement with the
use of the following Likert scale:
3 – Agree
2 – Disagree
97
INDICATORS 4 3 2 1
1. I have trouble becoming confident due to some people doubting my
2. I find it difficult to boost my confidence when I compare my English
language skills with others.
3. I have trouble building confidence when speaking in class because I
fear that I will commit errors.
4. I do not think that I can improve my English skills any further.
5. I am often laughed at when I speak in English.
6. I am never satisfied with my performance involving the use of the
English language.
7. I am rarely praised for my English language skills.
8. I feel a high level of shyness when trying to practice my English-
speaking skills.
9. I am afraid of receiving criticisms concerning my English language
skills.
10. I am afraid to make mistakes when practicing my English language
skills.
2.6. Detachment of Teachers from Learners

Detachment – transition from being a teacher dependent to lead one's own
learning. (Ariza, 2008)
Directions: Listed below are statements that involve detachment of teachers from
learners as a factor that may affect students in their self-directed English language
learning. Please check the box that corresponds to your level of agreement or
disagreement with the use of the following Likert scale:
3 – Agree
2 – Disagree
INDICATORS 4 3 2 1
1. I do not feel the urge to learn the language when there is no instructor
that directs me.
2. I find it hard to evaluate my own learning progress without receiving
an instructor’s evaluation.
3. I find it hard to know the appropriate learning strategy for myself
without an instructor.
4. I find it hard to plan out the things I want to learn without an
instructor’s proper sequence of lessons.
5. I find it hard to figure out where to start learning without an
instructor directing me.
6. I find it hard to figure out my learning needs without the instructor’s
comments and suggestions.
98
7. I have a hard time deciding what activities to do to improve without

the instructor’s guidance.
8. I have trouble accomplishing activities without an instructor directing
and instructing me.
9. I find it hard to improve without an instructor pushing my
capabilities in learning the language.
10. I have a hard time figuring out how to approach lessons when there is
no instructor to instruct me.
2.7. Negative Attitude of Students

Directions: Listed below are statements that involve negative attitude of students as a
factor that may affect students in their self-directed English language learning. Please
check the box that corresponds to your level of agreement or disagreement with the use of
the following Likert scale:
3 – Agree
2 – Disagree
INDICATORS 4 3 2 1
1. I do not see the importance in learning the English language.
2. I do not find learning the English language interesting.
3. I only have interest in learning the language that I like.
4. I believe I only need one language, which is my mother tongue, and
nothing more.
5. I do not think learning the English language will have a big impact on
my personal life.
6. I find the English language learning materials boring.
7. I believe learning our own language is more important than learning
other languages.
8. I believe that learning important terms in English that are useful in
daily life is more important than learning the intricacies (grammar,
pronunciation, punctuation) of the English language.
9. I was not encouraged to speak in English so I do not bother to practice
it.
10. I am surrounded with people who do not speak English very well so I
do not find the need to improve my current English proficiency level.
2.8. Lack of Motivation

Directions: Listed below are statements that involve lack of motivation as a factor
that may affect students in their self-directed English language learning. Please check the
box that corresponds to your level of agreement or disagreement with the use of the
following Likert scale:
99
3 – Agree
2 – Disagree
INDICATORS 4 3 2 1
1. I do not know where to start with self-studying in English.
2. I do not receive encouragement and support from others in studying
and practicing English.
3. I do not often use the English language in the classroom because my
classmates and teachers do not as well.
4. I do not have someone I can practice speaking English with.
5. I am often ridiculed/criticized by others when I use the English
language.
6. I am being compared with students who are more proficient in the
language than me.
7. I do not have enough materials and resources for studying.
8. I do not find the process of studying English enjoyable.
9. I do not see improvement in myself regarding my English language
skills.
10. I do not bother to correct my use of the English language because my
instructors do not correct me nor my classmates.

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FACTORS ATTRIBUTING TO THE DIFFICULTIES OF BS PSYCHOLOGY

STUDENTS ON SELF-DIRECTED ENGLISH LANGUAGE LEARNING

This thesis, FACTORS ATTRIBUTING TO THE DIFFICULTIES OF BS

CHONA D. ANDAL, Ph.D

Approved by the Committee on Oral Examination with a grade of ______

DR. MYRNA G. SULIT

MS. VANESSA T. ALBERTO MRS. GERALDIN A. VERGARA

_______________________ DR. ANNA MARIA V. RIVERA

the completion process of the study:

English Language Studies;

supervision on the preparation of this paper;

for the success of the study;

whole process of the study;

suggestions beneficial for the success of the study;

consistency of the questionnaire;

To the students under BS Psychology programs who acknowledged answering the

information that served as reliable references in writing this manuscript;

To the librarians of Batangas State University - Pablo Borbon Campus, The

materials, as well as utilities such as a computer to accomplish the study.

pursuing their child’s education.

source of inspiration for conducting this study.

researchers’ abilities to finish this study.

Pauline, Yvonne, Jefferson, Halliiah May, Maya

This study aimed to identify the factors attributing to the difficulties of BS

Psychology students on self-directed English language learning. Particularly, the study

looked into procrastination, delay in providing guidance and feedback, overwhelming

Action plan is proposed to address the factors.

The study utilized a quantitative descriptive research design. The number of

percentage, independent sample t-test, and one-way ANOVA.

The study identified significant among the factors procrastination and

overwhelming amount of materials handed by teachers showed a significant difference

overwhelming amount of materials handed by teachers, lack of confidence, and detachment

of teachers from learners when grouped with socio-economic status.

APPROVAL SHEET ........................................................................................................ ii

ACKNOWLEDGEMENT ............................................................................................... iii

TABLE OF CONTENTS ............................................................................................... vii

LIST OF TABLES ........................................................................................................... ix

LIST OF FIGURES ........................................................................................................ xii

Statement of the Problem .................................................................................................5

Hypothesis of the Study ...................................................................................................7

Scope, Delimitation and Limitations of the Study ...........................................................7

Significance of the Study .................................................................................................8

II. REVIEW OF LITERATURE

Conceptual Literature .....................................................................................................10

Research Literature ........................................................................................................22

Theoretical Framework ..................................................................................................30

Conceptual Framework ..................................................................................................34

BIOGRAPHIC SKETCH ................................................................................................xx

Table No. Title Page

2. Reliability Test Interpretation.......................................................................... 41

3. Distribution of respondents by sex ................................................................. 44

4. Distribution of respondents by year level ...................................................... 45

5. Distribution of respondents by their father’s educational attainment ........ 45

6. Distribution of respondents by their mother’s educational attainment ...... 46

7. Distribution of respondents by their guardian’s educational attainment ... 47

8. Distribution of respondents by their socio-economic status........................ 49

9. Distribution of respondents by their most used English language