AN INVESTIGATION OF LEARNER AUTONOMY IN LANGUAGE LEARNING IN TERTIARY EDUCATION: FROM THE PERCEPTIONS OF STUDENTS AND TEACHERS
Öz
The aim of this
study is to investigate how the students and instructors perceive learner
autonomy as well as examine whether there are any differences between their
perceptions regarding autonomous learning in an English language preparatory
program in İstanbul, Turkey. The study also attempts to find out how autonomy
is perceived by the participants regarding student responsibilities and to
identify the differences between their perceptions of the aforesaid variable.
Besides, this research attempts to reveal the challenges faced by the students
and instructors while
promoting autonomous learning in language classrooms. The data were obtained
from questionnaires and semi-structured interviews administered to the two
groups of participants. The findings revealed that learner autonomy should be
closely addressed at tertiary level classes to promote more autonomous behaviors.
Finally, the exam-oriented educational context was perceived as the only
challenge to both instructors and students in their efforts to promote
autonomous learning. Based on the findings, implications and suggestions about
promoting learner autonomy in language preparatory programs were provided
further in this study.
Anahtar Kelimeler
autonomy learner autonomy language learning language teaching
Kaynakça
- Alibakhshi, G. (2015). Challenges in promoting EFL learners' autonomy: Iranian EFL teachers’ perspectives. Issues in Language Teaching (ILT), 4 (1), 79-98.
- Allford, D., & Pachler, N. (2007). Language, autonomy and the new learning environments. Bern: Peter Lang.
- Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp.18-34). London: Longman.
- Benson, P., & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. London: Longman.
- Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. http://dx.doi.org/10.1017/S0261444806003958
- Benson, P. (2011). Teaching and researching: Autonomy. London: Longman.
- Broady, E., & K, Marie-Madeleine. (Eds.). (1996). Promoting learner autonomy in university language teaching. London: Middlesex University Printing Services.
- Creswell, John W. 2013. Qualitative inquiry and research design. Choosing Among Five Approaches. Washington DC: Sage.
- Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 219-227.
- Gardner, D., & Miller, L. (2002). Establishing self-access: From theory to practice. Shanghai: Shanghai Foreign Language Education Press
- Gremmo, M-J., & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea, System, 23(2), 151-164.
- Han, L. (2014). Teacher’s role in developing learner autonomy: A Literature review. International Journal of English Language Teaching, 1(2), 21-27.
- Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.
- Holden, B., & Usuki, M. (1999). Learner autonomy in language learning: A preliminary investigation. Bulletin of Hokuriku University, 23, 191–203.
- Holec, H., 1981: Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe).
- Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. 65.
- Joshi, K.R. (2011). Learner perception and teacher beliefs about learner autonomy in language learning. Journal of NELTA, 16, 13-29.
- Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.
- Knaldre, H. (2015). A qualitative document analysis of two Norwegian national curriculua (Master’s thesis). University of Bergen, Bergen, Norway.
- Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Association Press.
- Lamb, T. & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam/Philadelphia: Benjamins.
- Le, Quynh X. (2013). Fostering learner autonomy in language learning in tertiary education: an intervention study of university students in Hochiminh City, Vietnam (Doctoral dissertation). University of Nottingham, Nottingham, UK.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
- Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
- Little, D. (2000).We’re all in it together: Exploring the interdependence of teacher and learner autonomy. Paper presented at Autonomy 2000, University of Helsinki Language Centre, 7-9.
- Littlewood, W. (1996). Autonomy: an anatomy and a framework. System, 24(4), 427-435.
- Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
- Phan, T. T. T. (2012). Teacher autonomy and learner autonomy: An east asian’s perspective. International Journal of Social Science and Humanity. 2(6), 468-471.
- Seeman, T., & Tavares, C. (2000). Involving learners in their own learning: How to get started. Focus on learning rather than teaching: Why and how, 59-70.
- Shahsavari, S. (2014). Efficiency, feasibility and desirability of learner autonomy based on learners’ and teachers’ point of views. Theory and Practice in Language Studies, 4(2), 271-280.
- Smith, R. C. (2008). Learner autonomy. ELT Journal, 62(4), 395-397.
- Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of mixed methods research, 1(1), 3-7.
- Turloiu, A., & Stefánsdóttir, S. (2011). Learner autonomy theoretical and practical information for language teachers.
Öz
Bu çalışmanın
amacı öğrenci ve öğretmenlerin öğrenci özerkliğini nasıl algıladığını ve
İstanbul, Türkiye’de bir İngilizce Hazırlık Okulu’ndaki özerk öğrenme ile
alakalı görüşler arasında farklılık olup olmadığını incelemektir. Aynı zamanda,
bu çalışma özerkliğin öğrenci sorumlulukları açısından nasıl algılandığını ve
katılımcıların düşünceleri arasında bir farklılık olup olmadığını
incelemektedir. Bunun dışında, bu çalışma aynı zamanda her iki grup tarafından
özerk öğrenmeyi teşvik ederken yaşadıkları zorlukları incelemektedir. Veriler
anketler ve her iki grupla yapılan görüşmeler aracılığıyla toplanmıştır.
Bulgular, öğrenci özerkliğinin üniversite seviyesinde teşvik edilmesinin ne
kadar önemli olduğunu göstermiştir. Son olarak, bu çalışmanın bulguları sınav
bazlı eğitim durumunun hem öğrencilere hem de öğretmenlere öğrenen özerkliğini
destekleme konusunda önemli güçlükler oluşturduğunu gün yüzüne çıkarmıştır. Bu
bulgular doğrultusunda, İngiliz Hazırlık Programlarında öğrenen özerkliğinin
teşvik edilmesi konusunda bazı çıkarım ve önerilere de çalışmanın ilerleyen
kısımlarında değinilmiştir.
Anahtar Kelimeler
Autonomy Learner Autonomy Language Learning Tertiary Education English as a Foreign Language
Kaynakça
- Alibakhshi, G. (2015). Challenges in promoting EFL learners' autonomy: Iranian EFL teachers’ perspectives. Issues in Language Teaching (ILT), 4 (1), 79-98.
- Allford, D., & Pachler, N. (2007). Language, autonomy and the new learning environments. Bern: Peter Lang.
- Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp.18-34). London: Longman.
- Benson, P., & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. London: Longman.
- Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. http://dx.doi.org/10.1017/S0261444806003958
- Benson, P. (2011). Teaching and researching: Autonomy. London: Longman.
- Broady, E., & K, Marie-Madeleine. (Eds.). (1996). Promoting learner autonomy in university language teaching. London: Middlesex University Printing Services.
- Creswell, John W. 2013. Qualitative inquiry and research design. Choosing Among Five Approaches. Washington DC: Sage.
- Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 219-227.
- Gardner, D., & Miller, L. (2002). Establishing self-access: From theory to practice. Shanghai: Shanghai Foreign Language Education Press
- Gremmo, M-J., & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea, System, 23(2), 151-164.
- Han, L. (2014). Teacher’s role in developing learner autonomy: A Literature review. International Journal of English Language Teaching, 1(2), 21-27.
- Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.
- Holden, B., & Usuki, M. (1999). Learner autonomy in language learning: A preliminary investigation. Bulletin of Hokuriku University, 23, 191–203.
- Holec, H., 1981: Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe).
- Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. 65.
- Joshi, K.R. (2011). Learner perception and teacher beliefs about learner autonomy in language learning. Journal of NELTA, 16, 13-29.
- Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.
- Knaldre, H. (2015). A qualitative document analysis of two Norwegian national curriculua (Master’s thesis). University of Bergen, Bergen, Norway.
- Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Association Press.
- Lamb, T. & Reinders, H. (Eds.). (2008). Learner and teacher autonomy: Concepts, realities, and responses. Amsterdam/Philadelphia: Benjamins.
- Le, Quynh X. (2013). Fostering learner autonomy in language learning in tertiary education: an intervention study of university students in Hochiminh City, Vietnam (Doctoral dissertation). University of Nottingham, Nottingham, UK.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
- Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
- Little, D. (2000).We’re all in it together: Exploring the interdependence of teacher and learner autonomy. Paper presented at Autonomy 2000, University of Helsinki Language Centre, 7-9.
- Littlewood, W. (1996). Autonomy: an anatomy and a framework. System, 24(4), 427-435.
- Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
- Phan, T. T. T. (2012). Teacher autonomy and learner autonomy: An east asian’s perspective. International Journal of Social Science and Humanity. 2(6), 468-471.
- Seeman, T., & Tavares, C. (2000). Involving learners in their own learning: How to get started. Focus on learning rather than teaching: Why and how, 59-70.
- Shahsavari, S. (2014). Efficiency, feasibility and desirability of learner autonomy based on learners’ and teachers’ point of views. Theory and Practice in Language Studies, 4(2), 271-280.
- Smith, R. C. (2008). Learner autonomy. ELT Journal, 62(4), 395-397.
- Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of mixed methods research, 1(1), 3-7.
- Turloiu, A., & Stefánsdóttir, S. (2011). Learner autonomy theoretical and practical information for language teachers.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2019 |
| Gönderilme Tarihi | 18 Ekim 2018 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 19 Sayı: 4 |