Under the patronage of the Dean of the College of Science for Women, Professor Dr. Sameera Naji Khdim, the Continuing Education Unit, in collaboration with the Department of Computer Science, held a workshop entitled “Self-Directed Learning Skills and Individual Differences among English Language Learners and Their Impact on Students’ Academic Performance.” The workshop was presented by Dr. Hind Salem Kashkoul and was attended by a number of students from the department.
The workshop aimed to shed light on the rapid advancements in the field of education and the increasing necessity of mastering foreign languages. In this context, self-directed learning skills and individual differences have emerged as essential factors that directly influence the process of learning English, particularly in academic environments where students come from diverse backgrounds and possess varying abilities. Language learning is not limited to memorizing vocabulary and grammar rules; rather, it is significantly influenced by the learner’s personality, motivation, and psychological and cognitive preparedness. Many students face discrepancies in academic achievement despite being exposed to the same curricula and teaching methods.
The workshop discussed various self-directed learning skills and their roles in language acquisition, including:
– Self-regulation skills, such as time management and goal setting;
– Self-motivation, particularly when learners possess strong personal drives, such as intrinsic interest;
– Cognitive flexibility, or the ability to adapt to different learning styles and persevere through difficulties in comprehension;
– Communication skills, including active listening and confident speaking.
Furthermore, the workshop addressed individual differences among learners, emphasizing that each student represents a unique case. Learning preferences vary according to several factors, including:
– Multiple intelligences,
– Learning styles, which may include:
* Visual learners who benefit from images and videos,
* Auditory learners who prefer verbal explanation and listening to conversations,
* Kinesthetic learners who learn best through hands-on experiences and movement,
– Prior psychological and social experiences.
The workshop included multiple thematic areas. The first theme focused on self-reliance in English language learning, defining self-directed learning as a voluntary process wherein individuals take responsibility for selecting vocabulary, determining methods, managing time, and evaluating their progress.
The second theme highlighted the advantages of self-directed English learning, such as:
– High flexibility, allowing students to choose the time, place, and method that suit them;
– Control over learning pace, acknowledging that some students may require more time while others progress quickly;
– Focus on personal interests—for instance, a student fond of movies may learn through them;
– Confidence building, where every small self-accomplishment enhances the learner’s self-esteem.
The third theme addressed the challenges of self-directed learning and emphasized effective habits of successful language learners, such as:
– Daily practice,
– Speaking without fear,
– Integrating the language into everyday life,
– Smart reading and listening strategies.
The workshop concluded with a discussion on multiple intelligences and their influence on English language acquisition. It affirmed that the impact of multiple intelligences is no longer a mere theoretical concept but has become a foundational element in creating a personalized, flexible, and interactive educational environment that renders the learning process more enjoyable and effective.
