In the era of globalization, modern technologies, and innovation, education has been undergoing progressive and cutting-edge changes. To keep pace with these developments, there is an urgent demand to enhance students' skills, particularly in language learning L3, at the school level. Academic skills, in particular, have become a priority for high school students’ academic performance. Consequently, language teaching and learning have experienced various transformations in methodology, assessment, and delivery due to the integration of these skills into strategic plans and curricula. This shift has led to the incorporation of both fundamental and specialized skills in the teaching and learning process (Allen & van der Velden, 2012).

According to Hendriarto et al. (2021), research skills must be significantly improved to meet global requirements and demands. Academic writing in language learning serves as a crucial indicator of the successful implementation of research skills in the teaching and learning process. As a result, NIS teachers have recognized the need to adhere to specific academic writing formats to improve teaching and learning quality. This necessity arises from students’ consistently low performance in academic writing on NIS external language assessments, which are based on international standards. In this context, traditional educational approaches to academic writing—such as the “input-output” model—are proving inadequate in fostering strong academic writing skills. Furthermore, viewing teachers as the sole source of knowledge may limit students' potential in language acquisition.

Studies by various experts suggest that improving students' research skills and academic writing can be effectively achieved through self-directed learning. Sumuer (2018) emphasizes that learners should take responsibility for their learning process and enhance their skills through self-direction. Nation (2008) argues that self-directed learning promotes content comprehension, language-focused learning, and fluency development. Similarly, Robinson and Persky (2020) assert that “self-directed learning will foster knowledge acquisition well beyond what is presented by an external body.” Additionally, Garrison (cited in Loeng, 2020) suggests that self-directed learning can be integrated into formal classroom settings as a collaborative process between teachers and students.

To implement self-directed learning effectively, two models—flipped classrooms and minimal-guidance instruction—were selected based on their relevance to the given project and their familiarity among teachers. Loeng (2020) highlights the importance of self-directed learning in both the marketplace and society, suggesting that it should be adapted to various learning contexts and skill levels. Specifically, the flipped classroom model (Rotellar & Cain, 2016) and the minimal-guidance instruction model, such as the problem-based learning approach (Walker et al., 2015), were identified as the most suitable methods for our teaching practice.

Research Question

The study seeks to answer the following research question: “Can research skills and academic writing be improved through self-directed learning in English lessons?”

Purpose of the Study

The purpose of this study is to examine the influence of self-directed learning on the improvement of learners’ research skills, particularly analytical skills, and academic writing in English lessons. Self-directed learning, which enhances analytical research skills during the writing process, was chosen as the approach to improve academic writing in English lessons. This method fosters learners’ self-discovery in idea generation, content, organization, grammatical range, and language use in writing tasks. It also aims to create conditions that enhance the level of analytical research skills.

Our goal is to support students in producing more effective academic writing tasks, thereby increasing their academic knowledge, confidence, motivation, self-regulation, and self-esteem. The systematic implementation of self-directed learning may contribute to the development of students' research skills and enable them to produce high-quality academic writing.

Methods Research Design: This study employed a combination of secondary research, through literature review, and primary research, using a mixed-methods approach. Form of the Research: The study was based on Action Research, where teachers collaboratively planned lessons before implementing the self-directed learning approach. The implementation process was observed by team members and analyzed in real-time, allowing for adjustments based on students' abilities and needs. Sample: The study involved 11th-grade students, as they were required to take an external assessment at the end of the term. A team of three teachers conducted the research, as they all taught parallel classes in the given grade. Applied Research Tools: Due to the small scale of the project, two models of self-directed learning were selected: Adapted Flipped Classroom (FC) with predefined criteria and Adapted Minimal-Guidance Instruction (MGI) using a Problem-Based Approach (PBA) in group settings Research Methods: This study utilized a mixed-methods approach to ensure the validity and reliability of findings through triangulation. For qualitative analysis, lesson observations and students’ writing tasks were examined. Twelve lesson videos (six FC and six MGI) were analyzed and discussed among research team members. During the planning stage, specific assessment criteria were developed to evaluate the impact of self-directed learning on students' writing proficiency. For quantitative analysis, summative assessment scores from two evaluations were collected: Summative Assessment for the Unit (SAU), Summative Assessment for the Term (SAT). Additionally, pre- and post-survey results were analyzed to determine the percentage of students who showed improvement in their writing skills.

Results and Outcomes Findings from the Action Research, assessed using specific criteria, indicate that students’ writing skills were significantly influenced by both self-directed learning models. However, the problem-based approach (MGI-PBA) yielded higher results, as reflected in student survey responses. Lesson observations confirmed that students demonstrated greater progress when collaborating in groups rather than working individually in the flipped classroom model. Moreover, an analysis of SAU and SAT results over two terms revealed notable advancements in writing proficiency. These findings suggest that self-directed learning has a positive impact on academic writing skills, though some challenges still need to be addressed for optimal implementation. Strengths Proper application of academic writing structures Student-centered approach Increased variety in student ideas Effective use of complex grammatical structures Writing proficiency met all assessment criteria Students produced high-quality academic writing in different formats Expansion of academic vocabulary Challenges Limited time for implementation Lack of goal-setting (especially in early stages) and motivation Insufficient analytical skills among students Conclusion The findings confirm that self-directed learning fosters gradual progress in students' academic writing skills. If implemented systematically, self-directed learning can be an effective method for improving both research skills and academic writing. However, further studies are required to fully assess the long-term impact of this approach. A two-term implementation is insufficient to determine the full extent of self-directed learning's effectiveness in enhancing research skills and academic writing. Additionally, factors such as students’ needs, abilities, and well-being must be considered continuously during implementation. It is believed that regular and structured use of self-directed learning can mitigate the weaknesses observed during this research, particularly by enhancing students’ analytical skills and goal-setting abilities. Ultimately, these improvements may lead to a significant increase in students’ academic writing proficiency.

References: Allen, J. P., & van der Velden, R. K. W. (2012). Skills for the 21st century: Implications for education. Researchcentrum voor Onderwijs en Arbeidsmarkt, Faculteit der Economische Wetenschappen, ROA Research Memoranda, (11). https://doi.org/10.26481/umaror.2012011 Hendriarto, P., Mursidi, A., Kalbuana, N., Aini, N., & Aslan. (2021). Understanding the implications of research skills development framework for Indonesian academic outcomes improvement. Jurnal Iqra’: Kajian Ilmu Pendidikan, 6(2), 1-10. https://doi.org/10.37200/IJPR/V24I2/PR200433 Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 2020, 1-12. https://doi.org/10.1155/2020/3816132 Nation, I. S. P. (2008). Teaching ESL/EFL reading and writing. Routledge. Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3), 847512. https://doi.org/10.5688/ajpe847512 Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2), 34. https://doi.org/10.5688/ajpe80234 Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29-43. https://doi.org/10.14742/ajet.3142 Usarov, D. E., & Suyarov, K. T. (2020). Developing pupils’ learning and research skills on the basis of physical experiments. International Journal of Psychosocial Rehabilitation, 24(2), 1-10. https://doi.org/10.37200/IJPR/V24I2/PR200433 Walker, A., Leary, H., Hmelo-Silver, C. E., & Ertmer, P. A. (2015). Essential readings in problem-based learning. Purdue University Press. https://books.google.kz/books?id=KhF-BgAAQBAJ