Relationships among self-directed learning, learning styles, learning strategies and learning achievement for students of Technology University in Taiwan by using structural equation models

摘要

This paper aimed to investigate the relationships among self-directed learning, learning styles, learning strategies, and learning achievement in English courses by insurance finance students at a Science and Technology University in Taiwan. We used the questionnaire survey in this research. Then, we verified the research model and hypotheses using structural equation modeling analysis. The underlying concepts of self-directed learning are becoming increasingly important as the need for educators continues to grow. Educators are challenged to learn more about self-directed learning skills and to encourage students to use self-direction in their learning activities more often. Although self-directed learning became a great concern in the field of education, it still remains an unsettled question. The present results revealed that self-directed learning had no significant effect on the learning strategies and learning achievement. Learning styles affected learning strategies. Contrary to expectation, learning styles had no direct influence on learning achievement. Learning strategies also had no impact on learning achievement. Secondly, we examined the mediating effect of the learning strategies between self-directed learning and learning achievement; we found it was not supported, and learning strategies also did not mediate the effect of learning styles on learning achievement. Based on a discussion on the results of this research, we expect to provide the key factors affecting the effectiveness of learning a second language. In addition, we hope to offer further understanding and contribute to the learning achievement in English courses.