Abstract

Self-directed learning and blended learning are instructional methods to enhance students’ current learning behavior and promote their life-long learning.  This research aims to develop the self-directed learning instructional model by implementing a blended learning method with English subject group teachers in opportunity expansion schools in Lampang province, Thailand and to examine the effects of teaching approach. Thirty English language teachers were selected as the sample group by using the voluntary sampling technique.  The research instruments were an interview form; a lesson plan assessment form; a teacher’s evaluation form in teacher’s self-directed learning management behavior; and a students’ evaluation form for students’ self-directed learning behavior. The data analysis employed percentage, mean, standard deviation, and dependent t-test.

This study found two principal outcomes: 1) the teacher’s average mean score on the instructional behavior was higher than before the teaching intervention was implemented, with statistical significance of 0.05; and 2) the students’ average mean score on self-directed learning behavior was higher than before they engaged in the self-directed learning programme, with the statistical significance of 0.05.

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