Enhancing English Proficiency Through Self-Directed Learning Strategies Among Grade 9 Students of Gulod Integrated School, Batangas City

Abstract

This action research examines the effectiveness of self-directed learning (SDL) strategies in enhancing English proficiency among Grade 9 students at Gulod Integrated School, Batangas City. Anchored in the Philippine K–12 curriculum and aligned with DepEd policies, the study responds to concerns over declining functional literacy and limited English proficiency among junior high school learners. It explores how SDL, through autonomy, goal-setting, and reflective practice, empowers students to take ownership of their learning and improve performance in teacher-made assessments. A mixed-method design was employed involving 40 Grade 9 students, with data gathered through tests, questionnaires, and semi-structured interviews. Quantitative results were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis.

Findings reveal that SDL fosters learner autonomy, metacognitive awareness, and intrinsic motivation, leading to improved fluency, comprehension, and confidence in English. Students showed notable progress in performance-based tasks and developed stronger habits of autonomy, goal-oriented learning, and reflective practice. Despite these gains, several challenges limited full effectiveness. Learners struggled with low motivation, weak time management, and psychological barriers such as fear of failure and low self-esteem. Difficulties in self-evaluation and low confidence in speaking further hindered their progress.

The research concludes that it contributes to the growing body of literature advocating learner-centered approaches in education. It underscores that effective SDL implementation requires teacher scaffolding to balance autonomy with support. Practically, it offers research-based strategies for educators to cultivate globally competent, self-directed learners equipped with essential language skills and character values. The findings reinforce that SDL, when paired with structured guidance, can drive academic achievement and foster lifelong learning.