Promoting Free Voluntary Reading for English FAL Learners in a Rural Setting: A Self-Directed Learning Approach

Abstract

This study explores how self-directed learning can promote free voluntary reading for English first additional language learners in a rural setting. Reading continues to be challenging for learners whose native language is not English. Although studies have addressed this challenge, research on applying the self-directed learning approach to promote free voluntary reading for English first additional language learners in a rural context remains scarce. This study provides insights into how self-directed learning skills promote free voluntary reading. A qualitative research approach is followed, and participatory action learning and action research methodology is adopted. Data is generated through focus-group discussions, oral reflections and free attitude interviews comprising the purposively selected eight learners and two teachers of English first additional language. The responses are thematically analysed. The study finds that various challenges prevent English First additional language learners in a rural context from reading voluntarily. The other findings indicate ways to use SDL to promote free voluntary reading. The paper concludes that self-directed learning promotes free voluntary reading for English first additional language learners in a rural setting.