SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

Fig. 4.5 Fields of beliefs in self-directed language learning research

In order to define the seven different fields and their boundaries, it was necessary to
take into account the explanations and examples provided by the authors. The reader will
notice that some of the categories were placed in two or three different fields. I will try to
explain this issue. Fig. 4.5 shows very clearly which fields (Field # 2, 12 categories, field #
7, 11 categories, and field # 5 with 9 categories) have received the most attention, either by
researchers or by learners. The field that follows is # 6. This means that the four fields with
more categories in them belong to the concept of learning. The reason for this may be that
the main interest (or concern) in self-directed learning research is the belief system of
learners towards learning, since this is self-directed. I agree with that. However, some of the
readers will have noticed that the categories in the six studies are not mutually exclusive (my
reason for repeating some of them in different fields). Actually, it can be said that my way of
classifying the categories was very subjective. Other person might end up with a different
classification. Well, this is exactly my point. How can we be sure, not just about the field,

99

<<   96   97   98   99   100   101   102   >>

More intriguing information