matter in later chapters.
The purpose of this chapter has been to give the reader a coherent and complete
account of the knowledge and experience I have acquired during the four years I have
worked with the concept of self-direction. I also wanted to explain the way my change of
roles and my increasing awareness helped me to go through this transitional stage. I think
that I achieved this purpose. However, there are still several aspects of self-direction I still
have to deal with. I think that I need to delve a little more in the theory of self-directed
learning in order to make sense. This is the purpose of the following chapter.
NOTES:
1) However, the following discussion is not going to cover all the types of learning
strategies. For the purposes of this study, I am going to focus on metacognitive strategies
(For a full account of strategies used by second language learners see O'Malley and Chamot
(1990) Chapter 5)
2) This aspect is included by Wenden (1987,166) in the evaluation factor, but I think that its
relevance calls for the addition of another category.
71
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