AN INVESTIGATION OF LEARNER AUTONOMY IN LANGUAGE LEARNING IN TERTIARY EDUCATION: FROM THE PERCEPTIONS OF STUDENTS AND TEACHERS

Yıl 2019, , 1423 - 1440, 31.12.2019

Ali Öztüfekçi , Enisa Mede

https://doi.org/10.17240/aibuefd.2019..-472115

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

ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ

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

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