Abstract
The research aimed to clarify the role of
self-directed learning in the learning process of English learners at the University of Social Science and
Humanities Vietnam National University Ho Chi Minh City. There were 539 students participating in this research.
Within this research, the self-directed learning scale by Bhrati et al (2020) was administrated and the English grades
were evaluated by participants. The results revealed that most of the students were at a good level in learning
English according to their self-record. Self-directed learning explained 43.9% of changes in English learning
grades, which means the higher students practice self-directed learning in learning English, the more chances their
English learning grades could be changed. Especially, planning and deploying
learning activities, a factor of self-directed learning,
contribute mainly to changes in the English grades of students. As the results, the research
suggests that lecturers and school managers should introduce and equip students with good planning and deploying
learning activities skills to improve English grades and English learning outcomes in general. Moreover, the study
also indicated that family social economic status could be a factor contributing to improving students’
self-directed learning and English learning grades. It could imply that social policymakers could reference for further
consideration social impacts resulting in improving community education outcomes.
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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.