The Effectiveness of an Electronic Training Program Based on Self-Directed Learning in Improving Basic English Language Skills among Individuals with Learning Disabilities

Abstract

This study aims to investigate the effectiveness of an electronic training program based on self-directed learning in improving the basic English language skills of students with learning disabilities. The research is grounded in the recognition of the significant challenges these learners face in mastering reading, writing, listening, and expression in a foreign language. To achieve this objective, the researcher designed an interactive electronic program that incorporates a variety of educational activities, such as interactive exercises, instructional video clips, self-assessment tests, and language games, in alignment with the principles of self-directed learning, which emphasize flexibility, gradual progression, and immediate feedback. The researcher employed a quasi-experimental design, applying the program to a sample of students with learning disabilities, divided into two groups: an experimental group that studied using the proposed electronic program and a control group that studied through traditional methods. To measure the program’s impact, a pre–post test was administered to assess the students’ basic English skills. The results revealed statistically significant differences between the mean scores of the two groups in favor of the experimental group, indicating the effectiveness of the electronic training program in enhancing the basic English language skills of students with learning disabilities. Based on these findings, the researcher recommends integrating self-directed learning strategies and interactive electronic programs into language teaching for learners with special needs, training teachers to effectively implement such programs, and developing more electronic applications that take into account individual differences and address various educational domains.