Using Self-Directed learning to mitigate the Post-Covid-19 Pedagogical needs of Rural English First Additional Language Learners

Mosebetsi Mokoena ORCID iD

Issue: Vol.3  No.11 October 2022 Post COVID-19 Special Issue  Article 14 pp.184-201
DOI: https://doi.org/10.38159/ehass.2022sp31115 |   Published online 2nd November 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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Perhaps, one major lesson that can be drawn from the COVID-19 pandemic is the danger of learners’ over-dependence on teachers. This situation requires serious scrutiny, especially in rural schools where remote learning faces serious challenges. Therefore, enhancing learners’ learning autonomy in the post-pandemic era is necessary. In response, this paper seeks to provide insights into how self-directed learning may be used to mitigate the pedagogical needs of English first additional language (FAL) learners in rural South African schools. Fifteen English FAL teachers in this study responded to the question: What could be done to promote rural English FAL learners’ self-directed learning in the post-COVID-19 era? The paper follows a qualitative research design and adopts self-determination theory as a lens. The study uses observation, online interviews and document analysis for data generation. The findings indicate that English FAL teachers view self-directed learning as a tool to monitor learner progress, promote ownership, increase learning opportunities, and enhance school-home connections. Self-directed learning mitigates English FAL learners’ pedagogical needs by fostering a sense of ownership among rural English FAL learners, designing activities that promote learner-centred learning, creating supportive learning environments, and increasing parental involvement. The study recommends that English FAL teachers may use tasks with clear instructions to allow learners to complete them independently and with less teacher dependency. In addition, parents and teachers may communicate consistently to maintain and strengthen home-school relationships that foster learners’ self-directed learning and parental involvement.

Keywords: COVID-19, English FAL, Post-pandemic, Self-directed learning, Rural learners

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Mosebetsi Mokoena holds a PhD in Curriculum Studies (Language education). He is a lecturer at the University of the Free State, QwaQwa Campus. His research interests lie in teaching and learning English as an additional language, advancing school enrichment programs and self-directed learning in rural contexts. His research advocates for appreciative lenses and emancipatory approaches towards rurality and rural education. He has published in national and international journals, book chapters and conference proceedings.

Mokoena, M. “Using Self-Directed learning to mitigate the Post-Covid-19 Pedagogical needs of Rural English First Additional Language Learners,” E-Journal of Humanities, Arts and Social Sciences 3, no.11 (2022):184-201.  https://doi.org/10.38159/ehass.2022sp31115

© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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