Abstract

DU PLESSIS, Nita-Mari; VOS, Elize  and  MEYER, Susan. Teaching and learning guidelines to develop self-directed learning in the Grade 7 Afrikaans Home Language classroom. Tydskr. geesteswet. [online]. 2025, vol.65, n.2, pp.650-669. ISSN 2224-7912.  https://doi.org/10.17159/2224-7912/2025/v65n2a5.

Self-directed learning shifts the focus from teacher-centred to learner-centred instruction, allowing learners to conceptualise, design, implement and evaluate their own learning projects. Implementing self-directed learning in the classroom takes time and requires careful planning. It is important that teachers provide learners with choices in the use of resources, teaching and learning strategies and even reading and learning objectives. Self-directed learning is a challenging goal for both teachers and learners, as it requires role players to change, take risks and develop a plan to be successful. The advancement of technology in education has made abundant knowledge resources available to language learners, emphasising the need to cultivate autonomous and self-directed learning. Independent work is an integral part of the National Curriculum and Assessment Policy for Grades R to 12 and promotes the development of the subject knowledge, skills and values needed to meet the challenges of life. In this article, the first author experienced from her own teaching situation the gap created by the Covid-19pandemic in learners'teaching and learning situations. The gap was especially evident when she applied self-directed learning in the classroom after the lockdown. The learners could not set learning objectives in a self-directed way and were not aware of strategies, based on self-directed learning, that they could use to complete assignments. Now that the implications and challenges of learning continuity during emergencies such as pandemics have become clear, the practice of existing teaching and learning theories in South Africa and their potential to contribute to self-directed learning in the Grade 7 Afrikaans Home Language classroom were investigated. Self-directed learning promotes the development of essential life skills, including recognising learning requirements, establishing objectives, selecting resources, employing effective learning tactics and evaluating progress. This approach equips learners with crucial competencies, such as time management, problem-solving, presentation and communication skills, thereby preparing them for higher education. Implementing self-directed learning in the classroom requires careful planning and a shift in both teacher and learner roles. An MEd study, on which this research article is based, was completed in 2024. The research focused on the lack of self-directed learning in the Grade 7 Afrikaans Home Language classroom. The study followed an interpretivist research paradigm and a qualitative research approach. To collect data for this investigation, use was made of a literature review, document analysis of the National Curriculum and Assessment Policy Statement for Afrikaans Home Language, Senior Phase and online open-ended questionnaires that were sent to nine Grade 7 Afrikaans Home Language teachers. The study population was in the Bojanala and Dr Kenneth Kaunda districts of the Northwest Province. Content analysis was used to analyse the data. Overlapping themes from the literature review and document analysis helped the researcher to construct open-ended questionnaires. Ultimately, all the overlapping themes from the literature review, document analysis and responses to the online open-ended questionnaires helped to develop guidelines for Grade 7 Afrikaans Home Language teachers. According to the findings, self-directed learning is possible in the Grade 7 Afrikaans Home Language classroom, but it requires significant teacher involvement. Employing multimodal teaching methods seems crucial to fostering independent learning. Nevertheless, feedback from the online open-ended questionnaires revealed that various Grade 7 Afrikaans Home Language teachers lack a comprehensive understanding of self-directed learning. To address this issue, proposed guidelines for teachers aim to empower learners to take more initiative and responsibility for their learning in the Grade 7 Afrikaans Home Language classroom.

Keywords : Grade 7 learners; Afrikaans Home Language; language skills; self-directed learning.

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