1. Introduction
In university education, the importance of designing courses tailored to learners’ diverse levels and needs is increasingly recognized. In particular, course designs that can promote active learner participation and self-directed learning are seen as key tasks for improving the quality of education (Park, 2021). To provide high-quality education to learners, universities are striving to create appropriate educational environments, with particular emphasis on individualized learning support for low-achieving students (Jeong, 2024; Park, 2017).
Low-achieving English learners often have had negative experiences with English, limited foundational skills, and repeated failures prior to entering college, which has led to decreased interest and motivation in learning the language (Kim et al., 2024; Ha, 2020; Park, 2017). As a result, course designs for these learners must consider not only cognitive aspects but also emotional aspects (Jeong, 2024; Park, 2021). Recent research has reported that the emotions learners experience during lessons positively affect cognitive and emotional learning outcomes. In response to this educational trend, the need for course designs that reflect learners’ experiences has been emphasized (Kunasaraphan, 2015; Park, 2017). To achieve this, appropriate course materials that consider learners’ levels and interests are necessary, and through designing materials suited to the characteristics of low-achieving learners, their interest can be stimulated and self-directed learning can be encouraged.
From this perspective, customized worksheets that consider learners’ characteristics can serve as a valuable instructional tool that enables instructors to assess both learners’ understanding and emotional responses (Canniveng & Martinez, 2003). Tomlinson (2008, 2012) suggested that supplementary materials effectively support the instructor’s teaching goals while complementing core textbooks. Seo (2004) described workbooks as not merely auxiliary materials or practice tools, but as self-learning textbooks that promote learners’ autonomy and self-directed learning. This perspective highlights the importance of emotional and cognitive support for low-achieving learners and can serve as a foundation for designing worksheets tailored to their needs.
Worksheets consisting of task-based activities help learners independently organize core concepts and perform step-by-step problem-solving, thereby supporting self-directed learning (Harini et al., 2023; Joe, 2006; Yusuf & Ali, 2022). Furthermore, they can facilitate interaction between instructors and learners, effectively supplementing learners’ understanding through feedback.
Previous research on worksheets has primarily focused on primary and secondary education, and empirical studies targeting university students, particularly low-achieving English learners, remain scarce. With the recent expansion of online courses and changes in the learning environment, the need for customized tasks that reflect learners’ levels and characteristics is increasingly emphasized (Lee, 2020), and there is growing interest in developing materials that can support learners’ participation and self-directed learning.
In this study, a guided worksheet1)—designed to adjust task difficulty and content based on learners’ proficiency levels and to enable reflection and feedback through a repetitive learning structure—was introduced into an actual general English course.
The guided worksheet used in this study is defined as a tool that not only promotes learners’ interest and self-directed learning but also supports individualized learning through teacher-learner interaction and feedback. Based on this concept, the worksheet was developed and implemented in the classroom. Based on this, the worksheet was developed and applied in actual university English classes.
Therefore, this study aims to empirically analyze the effects of the application of guided worksheets and explore their practical potential in university English classrooms. The specific research questions established to achieve this purpose are as follows.
2. Literature Review
2.1. The Necessity of Learner-Centered Customized Worksheets
A task refers to learners’ active engagement in learning activities and provides practical experiences applicable to real-life contexts (Bygate, 2016; Long & Crookes, 1992). Through task performance, learners can experience a sense of achievement, and structured tasks can foster self-directed learning (Harini et al., 2023; Joe, 2006; Long & Crookes, 1992).
Worksheets support such task performance by organizing lesson content and enabling learners to summarize key concepts and monitor their understanding (Joe, 2006; Lim et al., 2019). Based on prior research on textbooks (Lee, 2004; Noh, 1998), Seo (2004) emphasized that workbooks function not only as supplementary materials but also as tools that foster learner autonomy. She identified three core functions of workbooks: (1) as practice materials to reinforce and extend content, (2) as level-based learning resources tailored to learners’ proficiency, and (3) as self-diagnostic tools to help learners identify their own areas of weakness.
Low-achieving English learners often show low interest in English and underdeveloped self-directed learning skills (Ha, 2020; Jeong, 2024). However, university English textbooks are typically designed for average-level students, making it difficult to adequately reflect the individual learner’s level and needs (Cho, 2014; Joe, 2006). In real classroom settings where proficiency levels vary by department, customized materials are essential for effective instruction. Well-structured worksheets can enhance learners’ interest and participation while promoting self-directed learning (Cho, 2014; Harini et al., 2023; Joe, 2006; Yusuf & Ali, 2022).
Joe (2006) empirically demonstrated that worksheets were effective in promoting classroom engagement in college English courses. Basurto et al. (2024) found that worksheets significantly improved writing skills among middle school students. Chen et al. (2023) suggested that supplementary materials can enhance learning motivation. Lee (2020) also emphasized that well-designed task materials in online classes serve as meaningful learning tools, enhancing learner engagement and overall instructional quality.
Thus, worksheets are not merely supplementary tools for task execution but serve as interactive resources that enable instructors to assess and respond to learners’ emotions, comprehension levels, and self-regulatory abilities—factors closely linked to increased learning interest and self-directed learning ability.
Canniveng and Martinez (2003) found that guided worksheets help instructors understand learners’ emotional responses through written reflections, question prompts, and task performance. Tomlinson (2012) similarly argued that instructional materials accompanied by teacher feedback can simultaneously promote learner autonomy and engagement. Based on these studies, the guided worksheet in this study was designed as an instructional support tool that includes reflective activities and feedback-based tasks.
Low-achieving learners tend to exhibit passive learning behaviors due to low motivation. To address this issue, a learning environment that fosters and continuously supports self-directed learning is essential. As learners’ interest and engagement increase, their learning attitudes improve, leading to enhanced self-directed learning capabilities (Jo et al., 2021). Worksheets that reflect learners’ emotional and cognitive characteristics can facilitate such change (Cho, 2014; Harini et al., 2023; Joe, 2006). Instructors can also use these materials to maintain interaction with learners, adjust instructional difficulty, and provide individualized feedback and support based on learners’ comprehension (Lee, 2020; Lee et al., 2022; Seo, 2004).
Building on this theoretical background, the present study explores how guided worksheets can contribute to improving learning interest and self-directed learning ability among low-achieving learners.
2.2. Learning Interest
Learning interest refers to the emotional and cognitive state in which learners pay attention to and actively participate in specific learning activities (Hidi, 2006). It serves as a critical element in promoting learning motivation and engagement (Mazer, 2012). When learners find a class interesting, they are more likely to actively engage in the learning process and effectively achieve their learning goals (Krapp, 2005).
Interest is typically divided into two categories: individual interest and situational interest (Krapp, 2005; Krapp & Prenzel, 2011). Individual interest reflects a learner’s enduring personal preference and long-term engagement with a specific subject (Kang & Yoo, 2024; Krapp & Prenzel, 2011). In contrast, situational interest is a temporary interest triggered by external factors such as the learning environment, the instructor’s teaching style, or task types (Hidi, 2006). Situational interest has the potential to develop into individual interest through repeated exposure and plays a crucial role in sustaining learners’ motivation over time (Hidi, 2006; Kang & Yoo, 2024; Rotgans & Schmidt, 2011). Situational interest and individual interest are not independent concepts but are interrelated, influencing each other. When situational interest is repeatedly stimulated, it is likely to develop into individual interest (Kang & Yoo, 2024; Krapp & Prenzel, 2011).
Mazer (2012) classified class interest into emotional and cognitive dimensions. Emotional interest involves engaging learners’ emotions through elements not directly related to the core content, such as visuals, humor, or the instructor’s behavior, thereby facilitating immersion in learning. In contrast, cognitive interest is developed through clear information delivery, enabling learners to understand the content more effectively, thereby directly influencing their cognitive processes (Carmichael et al., 2017; Mazer, 2012, 2013). Strategies such as instructors’ clear explanations, use of visual aids, and previews of lessons enhance cognitive interest by helping learners perceive the lesson as more meaningful (Carmichael et al., 2017). Moreover, the instructor’s approachability and interaction with students foster emotional stability, promoting emotional interest and maximizing learning effectiveness (Carmichael et al., 2017). Emotional and cognitive interests not only contribute independently to learning but also complement one another, enhancing learning outcomes synergistically (Cho, 2019).
Drawing on the understanding of both emotional and cognitive aspects of learning interest described above, this study aims to develop guided worksheets for low-achieving English learners and implement them in classroom settings.
2.3. Self-Directed Learning Ability
Self-directed learning ability refers to learners’ capacity to independently set goals, choose learning methods, and plan, execute, and evaluate the learning process (Knowles, 1975). Garrison (1997) emphasized that self-directed learning ability is closely related to a learner’s initiative, independence, and sense of responsibility. It is determined by how actively a learner plans and executes their learning when faced with new learning situations. In other words, the ability of learners to regulate their learning process and engage in continuous learning plays a critical role.
In universities, low-achieving learners face challenges not solely because of poor grades but also because of various factors, including cognitive, emotional, psychological, and social environmental factors. Among these, cognitive factors are closely related to the use of learning strategies and self-regulation skills. Low-achieving learners often lack effective learning strategies and struggle with self-control and time management (Kim et al., 2024).
In the context of university education, learners’ self-directedness is critical. However, Low-achieving students often struggle to set learning goals and execute them, experiencing difficulties due to a lack of self-regulated learning ability (Kim et al., 2024).
Considering the cognitive and self-regulation challenges faced by low-achieving learners described above, systematic learning support is necessary to enhance their self-directed learning ability. Thus, teaching strategies tailored to individual learner levels are essential. In particular, gradual learning support and feedback have been suggested as effective strategies for improving self-directed learning ability (Embo et al., 2010; Grow, 1994; Kan et al., 2025).
Seo (2004) emphasized that learner-centered workbooks supplement coursebook limitations and foster self-directed learning through drills, content deepening, and self-assessment. Yusuf and Ali (2022) reported that web-based worksheets positively contributed to the development of learners’ self-directed learning ability, autonomy, and technological competence in English listening instruction. Harini et al. (2023) found that the use of scaffolded and interactive e-worksheets in mathematics instruction improved students’ self-directed learning abilities. The core principles of these worksheets may also be applicable to English education and other subjects, potentially supporting the development of self-directed learning.
These prior studies indicate that structured worksheets can serve as useful tools to support learners’ self-directed learning. In particular, guided worksheets that reflect the characteristics of low-achieving English learners are expected to promote active engagement and learning regulation during task performance. Building on these findings, the present study explores how guided worksheets designed for low-achieving English learners may support the development of self-directed learning in real classroom settings.
3. Methods
3.1. Participants
The participants consisted of students enrolled in a general English course, a mandatory liberal arts subject taught by the researcher, during the second semester of the 2023 academic year at two universities located in a metropolitan area (referred to as N University and S University). Of the initial 139 students, 18 were excluded due to non-responses or insincere answers, leaving 121 students (87.05%) for final analysis. N University (n=63) held three weekly sessions, while S University (n=76) held two weekly sessions, using internally developed textbooks and TOEIC textbooks, respectively. The general characteristics of the participants are presented in Table 1.
<Table 1>
General Characteristics of Participants
| Characteristic | Group | N | Percentage(%) |
|---|---|---|---|
| Gender | Male | 69 | 57.02% |
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| Female | 52 | 42.98% | |
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| Major Field | Health-related | 62 | 51.24% |
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| Education-related | 23 | 19.01% | |
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| engineering-related | 36 | 29.75% | |
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| total | 121 | 100% | |
The pre-survey was conducted in the second week of the semester after explaining the study’s purpose and procedures and obtaining written consent. Guided worksheets were applied over 14 weeks, and the post-survey was conducted between December 11 and 24, 2023, via Google Forms. The researcher informed participants about voluntary participation, anonymity and confidentiality, and the possibility of withdrawal.
3.2. Guided Worksheet Development and Implementation Procedures
3.2.1. Class Design and Learner Background
This study was conducted for students who took liberal arts classes at N University (N=63, 3 classes) and S University (N=76, 3 classes). N University classes were held for 15 weeks with three weekly sessions, using the university’s self-developed textbook Practical College English (covering the four basic English skills). S University classes were held twice a week, using the ETS TOEIC Regular Test RC textbook.
At N University, the first session focused on speaking and listening, while the guided worksheets developed for this study were applied in the second and third sessions, centering on grammar instruction. S University classes emphasized TOEIC RC Part 5 grammar. The guided worksheets in this study were designed to address common grammar learning goals. The existing textbooks did not align with the learners’ proficiency levels. Therefore, guided worksheets were developed to provide grammar learning materials tailored to the learners’ needs, based on the content of the school textbooks.
To diagnose learners’ levels, this study utilized basic educational diagnostic assessments (35 questions on grammar and reading) and SAT English grades. As indicated by the results of the basic educational diagnostic assessment, only a small portion of learners from healthcare-related majors were categorized as ‘mid-level,’ while the majority were classified as ‘low-level’ learners. The participants’ CSAT English scores ranged from Level 5 to Level 8, with an average of 5.91 (SD = 0.85) at N University and 5.73 (SD = 0.74) at S University. Using this classification as the basis, they were defined as ‘low-achieving English learners.’
3.2.2. Worksheet Development Process
The guided worksheet used in this study was gradually developed by applying it to actual classes over several semesters, reflecting learners’ responses and classroom feedback. Initially, the worksheet was composed primarily of concept organization and practice questions. Subsequent modifications and enhancements were made focusing on learners’ achievement levels, question difficulty, and interactive elements. In particular, components such as restructuring of questions, self-assessment features, and personalized feedback systems were systematically refined based on actual classroom practice. This development process was divided into four stages—preliminary development, implementation and revision, review and enhancement, and final implementation and evaluation—as summarized in Table 2.
<Table 2>
Guided Worksheet Development Process
3.2.3. Implementation of the Guided Worksheet
The completed guided worksheet was applied throughout a 15-week semester using a phased approach to enhance learners’ self-directed learning skills and learning interest. Following a diagnostic assessment in Week 1, students progressed through the foundational stage (Weeks 2-5), the application stage (Weeks 6-10), and the expansion stage (Weeks 11-14), gradually strengthening their self-directed learning skills. Different instructional activities and post-class feedback strategies were applied at each stage, and instructors provided tailored feedback via LMS and personal channels. Table 3 outlines how the guided worksheet was applied step by step throughout the 15-week semester.
<Table 3>
15-Week Guided Worksheet Application Structure
3.2.4. Guided Worksheet Composition by Class Procedure
The guided worksheet in this study was structured to promote learners’ engagement and reflection through the pre-class, in-class, and post-class stages. Before class, review activities and prior knowledge checks were used to raise students’ readiness. In class, the focus was on organizing key concepts and solving step-by-step tasks to promote self-directed participation. After class, students summarized learning content and reflected on their process, while instructors provided individualized feedback. Table 4 presents the structure and main learning activities of the guided worksheet for each stage of instruction (review, concept learning, problem solving, reflection and feedback).
<Table 4>
Guided Worksheet Use by Instructional Stage
The following illustrates how guided worksheets were applied pre-, in-, and post-class, as shown in Table 5. These examples are simplified summaries of actual worksheet items, learner responses, and teacher feedback.
<Table 5>
Example of Guided Worksheet Use in Class (Topic: Comparatives)
The worksheets were designed according to instructional stages to promote learner interest and enhance self-directed learning. Instructor feedback consisted primarily of elaborative and affective types. Elaborative feedback2) involved clarifying learners’ errors or extending their responses, while affective feedback offered praise and encouragement to support learner motivation and confidence (see Appendix 1).
The worksheet was designed with a step-by-step structure, allowing low-achieving learners to gradually move from basic understanding to practical or TOEIC-style tasks.
3.3. Survey Instruments
3.3.1. Class Interest
To measure students’ interest in the class, a modified version of Cho (2019) survey, which was adapted from Mazer’s (2012) cognitive and emotional interest tools, and Kim’s (2018) survey, grounded in Schiefele’s (1996) situational and personal interest tools, were used. Some questions were modified and supplemented to be suitable for pre- and post-surveys in line with the research objectives. For example, the cognitive interest question “I feel interested in English classes when I can understand the lesson content.” was modified to “I can better understand the course content through learning activities that utilize worksheets.” Similarly, the situational interest question “I can concentrate better when English classes include interesting activities or materials.” was modified to “I become more focused when the problems or activities provided in the worksheet are interesting.”
The survey consists of 21 questions: 4 cognitive interest items, 4 emotional interest items, 6 situational interest items, and 5 personal interest items, and is measured using a Likert 5-point scale. Since this survey was adapted from existing research-based items, it was reviewed through reliability analysis. The pre- and post-survey reliability (Cronbach’s α) of the class interest survey was .891 and .886, respectively (see Appendix 2).
3.3.2. Self-directed learning ability
To measure self-directed learning ability, the self-directed learning ability questionnaire for university students developed by Lee et al. (2003) was used, based on the modified and supplemented tool by Lee (2021). For the purpose of this study, some questions were modified to be suitable for pre- and post-surveys, with particular emphasis on incorporating connections to the worksheet used in the class in the post-survey. Accordingly, confirmatory factor analysis(CFA) was conducted to check the consistency of the measurement structure between the pre- and post-surveys, as shown in Table 6.
<Table 6>
Confirmatory Factor Analysis Results (Post-Test) for Self-Directed Learning Ability
The survey consists of 15 questions: 5 questions on learning planning, 5 questions on learning execution, and 5 questions on learning evaluation. The survey was measured using a Likert 5-point scale. To assess the validity of the modified self-directed learning questionnaire, confirmatory factor analysis and reliability analysis were conducted. The results showed that the pre- and post- survey reliability(Cronbach’s α) of the self-directed learning ability questionnaire was .876 and .892, respectively (see Appendix 3).
This study conducted confirmatory factor analysis (CFA) to verify the validity of the factor structure in the self-directed learning ability scale. The results confirmed that the three factors—planning, execution, and evaluation—were clearly distinguished. The standardized factor loadings (β) ranged from .74 to .83, indicating that all items were appropriately associated with their respective factors. Additionally, the average variance extracted (AVE) values were 0.629 for planning, 0.581 for execution, and 0.602 for evaluation, all exceeding the 0.50 threshold, indicating adequate convergent validity. The composite reliability (CR) values were 0.851, 0.765, and 0.882, respectively, indicating strong construct reliability. Furthermore, Cronbach’s α values were 0.887 for planning, 0.841 for execution, and 0.867 for evaluation, demonstrating strong internal consistency across all factors.
In this study, confirmatory factor analysis (CFA) was conducted to assess the model fit of the self-directed learning ability measurement tool in Table 7.
<Table 7>
Model Fit Indices for Self-Directed Learning Ability (Post-Test)
| Fit Index | χ2(df) | CFI (≥ 0.90) | TLI (≥ 0.90) | RMSEA (≤ 0.08) | SRMR (≤ 0.08) |
|---|---|---|---|---|---|
| Self-Directed Learning Ability | 189.25(87) | 0.912 | 0.927 | 0.061 | 0.052 |
The model fit indices were as follows: χ2(df)=189.25(87), CFI=0.912, TLI=0.927, RMSEA=0.061, SRMR=0.052. Therefore, these results indicate that the measurement tool used in this study is structurally valid and exhibits high reliability.
3.4. Data Analysis
The data for this study were analyzed using the SPSS 26.0 statistical program. The significance level for all hypotheses was set at α=.05. The normality of the distribution was checked using the Kolmogorov-Smirnov test, and the p-value was found to be above .200, confirming that the data satisfied the assumption of normality.
The general characteristics of the research participants were analyzed through frequency and percentage, as well as mean and standard deviation. To examine the differences before and after the worksheet application, a paired t-test was conducted. The analysis included descriptive statistics (mean, standard deviation, skewness, kurtosis, etc.) to evaluate the pre- and post-effects on class interest and self-directed learning ability. Additionally, to assess the validity of the self-directed learning ability measurement tool, confirmatory factor analysis (CFA) and model fit indices (CFI, TLI, RMSEA, etc.) were analyzed using AMOS 26.0.
4. Results
4.1. Descriptive Statistics of Learning Interest and Self-Directed Learning Ability
Table 8 presents the descriptive statistics for learning interest and self-directed learning ability before and after the intervention, including means (M), standard deviations (SD), skewness (Skew.), and kurtosis (Kurt.) values.
<Table 8>
Descriptive Statistics (Pre- and Post-Test) (N=121)
The analysis shows that the mean scores of all sub-factors increased after the intervention. For example, situational interest increased from a pre-test mean of 2.91 (SD = 0.58) to a post-test mean of 3.79 (SD = 0.62), with skewness values of -0.35 (pre) and -0.42 (post), and kurtosis values of 0.15 (pre) and 0.22 (post), indicating slight negative skewness and kurtosis values close to a normal distribution.
Similarly, learning execution improved from a pre-test mean of 3.08 (SD = 0.60) to a post-test mean of 3.82 (SD = 0.63), with skewness values of -0.31 (pre) and -0.28 (post), and kurtosis values of 0.12 (pre) and -0.15 (post), showing a stable distribution.
All sub-factors satisfy the normality criteria (absolute skewness < 2, absolute kurtosis < 7), so the data can be interpreted as approximately normally distributed.
4.2. Effects of Guided Worksheets on Learning Interest and Self-Directed Learning Ability
To verify the effect of the application of guided worksheets on students’ class interest and self-directed learning ability, a paired t-test was conducted. The analysis results are shown in Table 9.
<Table 9>
Post-Test Results of Worksheet Effectiveness (N=121)
Regarding the sub-factors of class interest, situational interest demonstrated the highest improvement, increasing from an average of 2.91 before the intervention to 3.79(t = 6.07, p < .001). Emotional interest followed with an increase from 3.01 to 3.79(t = 6.10, p < .001), and cognitive interest rose from 2.88 to 3.64(t = 5.75, p < .001). However, personal interest increased from 2.86 to 3.21(t = 7.24, p = .121), but this change was not statistically significant. These results suggest that the use of guided worksheets had a positive impact on the situational, emotional, and cognitive sub-factors of students’ class interest.
Additionally, in the analysis of self-directed learning ability sub-factors, learning execution significantly improved from an average of 3.08 before the intervention to 3.82 (t = 5.92, p < .001). Learning planning increased from 2.97 to 3.61(t = 6.35, p < .001), and learning evaluation rose from 2.79 to 3.42(t = 6.85, p < .001). In other words, all sub-factors of self-directed learning ability showed significant improvement in post-test scores, indicating that the guided worksheet positively influenced students’ self-directed learning ability.
5. Discussion and Conclusion
This study aimed to examine the effects of using guided worksheets on improving class interest and self-directed learning ability among low-achieving English learners. The guided worksheets, tailored to learners’ levels and characteristics, included activities focused on basic concept comprehension, problem-solving for deeper learning, and individualized feedback. Based on the results, the key points of discussion are as follows:
First, the use of guided worksheets positively influenced learners’ class interest. The results showed the greatest improvement in situational interest, followed by emotional and cognitive interest. These findings align with previous studies (Cho, 2014; Lee, 2020), which suggest that worksheet-based instruction can promote learners’ motivation and class engagement, thereby indicating the potential to enhance learning interest.
In particular, for low-achieving learners with past experiences of failure in English learning and low motivation, The use of guided worksheets appears to have reduced learning pressure and provided a sense of achievement through immediate and personalized feedback (see Methods for details).
Situational interest is often triggered by specific learning environments, instructional methods, and task types. Through repeated exposure, it can help sustain learners’ engagement with content (Kang & Yoo, 2024; Krapp & Prenzel, 2011). The guided worksheets used in this study were designed to reflect learners’ prior understanding, offer step-by-step tasks appropriate to their level, and include active feedback and interaction. These features contributed to the observed increase in situational interest, as they were aligned with learners’ needs and supported by interactive feedback elements.
Furthermore, improvements in emotional and cognitive interest may have resulted from interactive elements and personalized feedback, which supported emotional stability and cognitive focus. Repeated success and positive reinforcement functioned as emotional facilitators that supported learners’ emotional engagement, as reflected in their sustained participation and survey responses.
On the other hand, personal interest did not show a statistically significant improvement. This may be because personal interest typically develops gradually through long-term learning experiences (Kang & Yoo, 2024). While the repeated use of guided worksheets may encourage temporary engagement, sustained strategies are needed to cultivate deeper personal interest.
Second, the use of guided worksheets had a positive impact on improving learners’ self-directed learning abilities. The results revealed significant gains in learning execution, followed by planning and evaluation.
The worksheets were designed in four structured phases—foundation, application, expansion, and practice—enabling learners to enhance execution skills through progressive tasks. Ongoing instructor feedback helped maintain motivation by addressing individual learning needs and providing targeted encouragement.
Improvements in planning and evaluation appear to reflect the worksheets’ emphasis on goal-setting and self-regulation. Before class, learners engaged in brainstorming using key terms to build foundational understanding, which supported deeper comprehension during lessons. After class, learners documented areas of difficulty or topics requiring further review, and instructors provided individualized feedback accordingly. These practices supported learners in monitoring and adjusting their learning strategies, as they offered opportunities for self-assessment and instructor input.
The effects observed in this study may have been influenced by specific design features of the guided worksheets, such as pre-task planning, individualized feedback, and self-reflection prompts embedded in each phase of instruction.
Overall, the guided worksheets structured the learning process and encouraged independent task completion through phased problem-solving. These findings support previous research (Harini et al., 2023; Seo, 2004; Yusuf & Ali, 2022), suggesting that structured worksheet use can enhance self-regulated learning by promoting active learner engagement.
To further improve self-directed learning in low-achieving English learners, it is essential to provide structured scaffolding and ongoing feedback (Embo et al., 2010; Grow, 1994; Kan et al., 2025). Effective self-regulated learning requires learners to set clear goals, perform self-assessments, and revise strategies based on feedback. The guided worksheets in this study supported this process by promoting reflection and self-checks throughout each stage of learning.
Instructors should provide learning tools tailored to individual learners’ needs and levels, while also creating opportunities for reflection. Through personalized feedback and scaffolded guidance, students can gradually develop independent learning habits.
This study empirically demonstrated that the structured use of guided worksheets effectively enhanced situational interest and learning execution among low-achieving English learners. These findings suggest that customized instructional materials and consistent teacher involvement are essential for improving the learning experiences of low-achieving students.
However, several limitations should be acknowledged. First, the study was conducted over a single semester, which limits its ability to track gradual changes in variables such as personal interest. Future studies should consider long-term designs to examine sustained motivational shifts. Second, as the participants were limited to low-achieving English learners from two universities (N University and S University), the generalizability of the findings may be restricted. Expanding research to diverse learning contexts and populations is recommended. Third, this study relied solely on quantitative analysis of pre- and post-intervention data and did not incorporate qualitative perspectives. Future research should consider interviews or open-ended surveys to gain a more comprehensive understanding of the effectiveness of the worksheets. Nevertheless, this study demonstrates the potential of guided worksheets as a customized instructional strategy for low-achieving students in general English education. It holds significance in contributing to the core values of general education by enhancing students’ self-directed learning abilities and strengthening foundational learning support, while also providing practical insights into inclusive teaching strategies that address diverse learner needs.
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