Promoting Self-Directed Learning for English FAL Learners in a Rural Context: An Asset-Based Approach

Abstract

Providing quality teaching and learning in rural South African schools remains challenging. Seemingly, the different interventions have fallen short in addressing the challenges of teaching and learning English as an additional language in rural schools. For example, English first additional language (English FAL) learners in these schools have poorly developed writing skills. Despite studies addressing this challenge, research on applying the asset-based approach to promote self-directed learning for English first additional language learners in a rural context remains scarce. Using writing as an example, this study explores how an asset-based approach could promote self-directed learning for English first additional language learners in a rural context. The paper adopted a qualitative research approach and employed a descriptive case study design. Free attitude interviews, focus group discussions, and document analysis were used to generate data from twenty-two English FAL learners from one rural high school. For analysis, the responses were analysed thematically. The findings revealed various factors that prevent English FAL learners from learning autonomously to improve their writing skills. In addition, the study reported that there are assets in the homes of English FAL learners that can help them learn autonomously to improve their writing skills. Finally, the study found that incorporating self-directed learning improves English FAL learners’ writing skills. The paper concluded that the asset-based approach can be used to promote self-directed learning for English FAL learners in a rural context. Keywords: English Foreign Language, Asset-Based Approach, Rural Education, Self-Directed Learning, Writing Skills, Rural Schools