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dc.contributor.advisorVotteler, Nancy K
dc.creatorFuqua, Jason A
dc.date.accessioned2020-08-17T12:49:56Z
dc.date.available2020-08-17T12:49:56Z
dc.date.created2020-08
dc.date.issued2020-06-29
dc.date.submittedAugust 2020
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2848
dc.description.abstractThe purpose of this study was to determine if any theories emerged from selfdirected learning, teacher-directed learning, or both combined for better possible results in Japanese adult learners. The study examined second language journals, blogs, and websites for 10 consecutive years (2008-2018) to assess the study. This was a Grounded Theory, Qualitative Content Analysis study. The three data sources included scholarly journals, blogs, and websites from 2008-2018. Three cycles of coding were completed with each data source and the process was repeated with the outcome results from the three data sources inclusively. The theories that emerged proved a strong relationship between ESL/EFL learning achievement, motivation and self-efficacy in the English language. Those skills include Motivation/Self-efficacy, Autonomous Support, and Learning curriculum, Collaboration, Assessment and Evaluation. The implications from this research study could impact the education of adult Japanese ESL/EFL university students in terms of effective management of both the learning objectives and the mediums of learning.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectSelf-directed
dc.subjectTeacher-directed
dc.subjectESL/EFL
dc.subjectWriting
dc.subjectAutonomy
dc.subjectGrounded theory
dc.subjectQualitative content analysis
dc.titleSELF-DIRECTED AND TEACHER-DIRECTED JAPANESE ESL/EFL ADULT LEARNERS: A QUALITATIVE CONTENT ANALYSIS STUDY
dc.typeThesis
dc.date.updated2020-08-17T12:49:56Z
thesis.degree.departmentLanguage, Literacy and Special Populations
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
dc.type.materialtext


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