<![CDATA[In the post-pandemic era, the ongoing discourses are centered around finding innovative ways to sustain teaching and learning as well as reversing COVID-19-induced learning loss, especially in critical areas, such as reading in English First Additional Language (FAL). As a contribution to these discourses, the current study explored how teachers prepared rural English FAL learners for self-directed learning to mitigate COVID-19-induced learning loss and to sustain learning in the ‘new normal’. The study followed a qualitative approach and adopted phenomenology as a research design, while the Capability Approach was used for theoretical framing. Three teachers of English FAL in one primary school were conveniently selected to participate in the semi-structured focus-group interviews. A thematic analysis revealed that teachers prepared English FAL learners to use self-directed learning by apprising learners of their active role in learning English FAL, identifying learners’ weaknesses, strengthening the home-school connection, and encouraging collaboration and problem-solving. These findings imply that self-directed learning could be a useful strategy for mitigating COVID-19-induced learning loss and improving reading skills in rural primary schools.]]>
Copyrights © 2024
