Abstract
Introduction: Today, English language is used a lot, and educational experts have suggested many strategies and techniques to achieve it better, one of which is teaching based on self-discovery skills. Therefore, the present study was conducted with the aim of the effectiveness of English language teaching based on self-directed learning skills on the writing and comprehension skills of medical students.
Materials & Methods: The present study was an intervention type with two groups (experimental and control). The statistical population of the study was the medical students of Azad Hamedan University in the English language course in the academic year 1403-1404, from which 40 people were randomly selected as a sample from this population by the available sampling method and randomly divided into two experimental groups (20 people) and the experimental group. Control (20 people) were replaced. The English language teaching intervention method based on self-discovery was implemented for 16 sessions of 90 minutes twice a week and the control group did not receive any intervention. The research tool included Zhang's standard writing skill questionnaire (2001) and a researcher-made reading comprehension test consisting of 30 four-choice questions and four argumentative texts. Experiment and data analysis was also done using multivariate covariance analysis test.
Results: The results showed that English language training sessions based on self-directed learning skills were effective (P<0.05). In this way, the findings of this research showed that the teaching of self-directed skills program in the English language course had a significant effect on the improvement of all components of writing skills and comprehension (P<0.005).
Conclusion: Writing and comprehension skills are among the basic requirements of learning English, and since most of the students have low knowledge in the mentioned skills, it is necessary to use a method that can help in learning this skill better and faster.
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