Learner Autonomy: A Comparison of Instructor and Learner Perspective

Abstract

Considering the general framework of Learner Autonomy, this study explores the perspectives of instructors and students in higher education within the Engilsh as a Foreign Language environment of Ankara and aims to determine whether their views align. Although numerous studies have been conducted on the topic, there is limited research that directly compares the beliefs of students and instructors. The study involved 514 participants in total (405 students and 109 instructors) from preparation schools at 5 different universities in Ankara. Data were gathered through a questionnaire created by Camilleri (1997). According to the survey, both participants expressed a desire for greater LA in their classes to a certain extend. However, instructors were more cautious when it came to granting learners power over more general pedagogical elements like topic selection and classroom management, even if they frequently encourage LA in areas like task comprehension and self-assessment. Both groups tended to fall into the same interpretive category of "partial support," although their results differed statistically. These variations point to a gap between the theoretical support and practical use of LA. This suggests a subtle discrepancy in viewpoints that may warrant further research, particularly in relation to how each group views and values autonomy in educational activities.

Keywords

• Learnet autonomy
• EFL context
• Instructors' opinions
• Learners’ opinions

Öğrenen Özerkliği: Hazırlık Sınıflarındaki Öğretim Görevlilerinin ve Öğrencilerin Görüşlerinin Karşılaştırılması

Öz

Bu çalışma, İngilizce hazırlık sınıflarındaki öğrenciler ile öğretim elemanlarının öğrenen özerkliğine ilişkin algı ve görüşlerini karşılaştırmalı olarak incelemeyi amaçlamaktadır. Daha önce alanda konuyla ilgili pek çok çalışma yapılmış olmasına karşın öğretmen ve öğrencilerin görüşlerini karşılaştıran yeterli sayıda çalışma bulunmamaktadır. Çalışmada Ankara’da 3 vakıf ve 2 devlet üniversitesinden, 405 öğrenci ve 109 öğretim görevlisi olmak üzere toplam 514 katılımcı yer almıştır. Veriler, Camilleri (1997) tarafından hazırlanan anket ve 25 gönüllü ile yürütülen görüşmeler ile toplanmıştır. Bu çalışma karma metot kullanılarak hazırlanan bir araştırma örneği olmuştur. Nicel veriler kodlama sistemi ile analiz edilirken, nitel veriler için SPSS 22 versiyonu kullanılmıştır. Bulgular, hem öğretim görevlilerinin hem de hazırlık sınıfı öğrencilerinin derslerde daha fazla öğrenen özerkliği görmek istediklerini göstermektedir. Ayrıca araştırmada, öğrencilerin daha fazla sorumluluk üstlenmek; öğretim görevlilerin ise kendi sorumluluklarını öğrencileriyle daha fazla paylaşmak istediği sonucuna ulaşılmıştır.” şeklinde düzeltilebilir.

Anahtar Kelimeler

• Öğrenen özerkliği
• Yabancı dil olarak ingilizce
• Öğretim Görevlilerinin Görüşleri
• Öğrencilerin düşünceleri

References

1. Ahmadianzadeh, B., Seifoori, Z., & Tamjid, N. H. (2018). Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching, 14(2), 97–113. https://doi.org/10.1080/17501229.2018.1501694
2. Al Husban, H. A., & Tawalbeh, A. H. (2022). EFL university teachers’ beliefs and practices of learner autonomy during COVID 19 in Saudi Arabia. ELT Journal, 15(6), 135–152.
3. Borg, S. and Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. British Council. Retrieved from https://www.teachingenglish.org.uk/sites/ teacheng/files/b459%20ELTRP%20Report%20Busaidi_final.pdf (Accessed on 3. 1. 2021).
4. Balçıkanlı, C. (2007). The investigation of the instructors’ attitudes towards learner autonomy at preparatory school. Paper presented at In proceedings of language teaching and learning in multilingual Europe International Conference, Vilnius University, Vilnius, Lithuania.
5. Balçıkanlı, C. (2008.) Learner autonomy (LA) in EFL settings, Gazi Eğitim Fakültesi Dergisi, 28(3), 1-16. Balçıkanlı, C. (2010). Learner autonomy in language learning: student teachers’ beliefs. Australian Journal of Teacher Education, 31(5), 90- 103.
6. Baylan, S. (2007). University students‟ and their teachers‟ perceptions and expectations of learner autonomy in EFL prep classes. (Unpublished M.A. Thesis). Marmara University, İstanbul.
7. Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. London: Pearson Education Limited.
8. Benson, P., & Voller, P. (1997). Autonomy and Independence in Language Learning. London: Pearson Education Limited.

9. Camilleri, A. (1999) 'The teacher’s role in learner autonomy'. In G. Camilleri (ed.) Learner Autonomy – The Teachers’ Views. Strasbourg: Council of Europe, pp. 35-40.
10. Camilleri, G., ed. (1999) Learner Autonomy – The Teachers’ Views. Strasbourg: Council of Europe.
11. Carette, E. (2000). Introduction de l’Autonomie dans le système educatif français: Des réponses, des questions [Introduction of autonomy in the french educational system: answers, questions]. Mélanges crapel, 25(May), 185-197.
12. Chu, M. P. (2004). College students’ and their teachers’ perceptions and expectations of learner autonomy in EFL conversation classroom in Taiwan. (Unpublished doctoral dissertation). Texas A&M University.
13. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education.
14. Çakıcı, D. (2017). An investigation of learner autonomy in Turkish EFL context. International Journal of Higher Education, 6(2), 89.
15. Dang, T. T. (2012). Learner autonomy: A synthesis of theory and practice. The Internet Journal of Language, Culture and Society, 35(1), 52-67.
16. Dariyemez, T. (2023). Teaching speaking skills through flipped classroom model: EFL students’ autonomy, willingness to communicate, and anxiety. Journal on English Language Teaching, 13(2), 35–55.
17. Demirhan, R. (2023).High school students’ perceptions and beliefs on learner autonomy. [Master Thesis, Akdeniz Univesity]. Ulusal Tez Merkezi.
18. Edwards, A. (2014). The EFL–ESL continuum and the case of the Netherlands: A comparative analysis of the progressive aspect. World Englishes, 33(2). Doi:10.1111/weng.12080 Ef Epi. (November, 2023). The world’s largest ranking of countries and regions by English skills. (https://www.ef.com.tr/epi/
19. Erel, S., & Bedir, H. (2023). Exploring Language Teachers’ Cognition of Learner Autonomy in Turkish Tertiary EFL (English as a Foreign Language) context. ˜the œAustralian Journal of Teacher Education, 48(7). https://doi.org/10.14221/1835-517x.6070
20. Eren, İ. (2015). Investigation of secondary school english teachers’ views on developing learner autonomy of students. [Master Thesis, Kahramanmaraş Sütçü İmam University] . Ulusal Tez Merkezi.
21. Evans M. (1993). Flexible learning and modern language teaching. Language Learning Journal, 8(1), 17-21.
22. 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. Doi: https://doi.org/10.1016/0346-251X(95)00002-2
23. Hall, D. & Kenny, B. (1988) ‘An approach to a truly communicative methodology: the AIT pre-sessional course’. English for Specific Purposes, 7,19-32.
24. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
25. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon Press.
26. Küçük-Gentry, Ş. (2022). Learners’ perspectives on learner autonomy in an efl turkish context. [Master Thesis,İstanbul Aydın University]. Ulusal Tez Merkezi.
27. Lin, L., & Reinders, H. (2019). Students’ and teachers’ readiness for autonomy: beliefs and practices in developing autonomy in the Chinese context. Asia Pacific Education Review, 20, pp. 69–89.
28. Little, D. (1991). Learner Autonomy: Definitions, issues and problems. Dublin: Authentik Limited.
29. Lynch, T. (2001). Promoting EAP learner autonomy in a second language university context. In J. Flowerdew & M. Peacock (eds.), Research perspectives on English for academic purposes 390–403. Cambridge: Cambridge University Press.
30. Mabrouk, C., Duffy, V. G., & Roussel, P. (2021). The influence of autonomy supportive teaching on EFL students’ autonomy: An experimental intervention. Frontiers in Psychology, 12, Article 728657. https://doi.org/10.3389/fpsyg.2021.728657
31. Mansooji, H., Ghaleshahzari, A., & Javid, M. (2022). EFL Learner Autonomy: Iranian University Instructors’ Beliefs vs. Actual Practices. Maxtesol, 46(1), 1–16. https://doi.org/10.61871/mj.v46n1-4
32. Nguyen, V. S., Pham, T. H. N., Lam, L. H. T., & Nguyen, T. H. A. (2023). EFL high school teachers’ beliefs and practices of learner autonomy in Vietnam. Electronic Journal of Foreign Language Teaching, 20(1), 91–108.
33. Özdere, M. (2005). State-supported provincial university english language ınstructors’ attitudes towards learner autonomy. [Master thesis, Bilkent University ]. Ulusal Tez Merkezi.
34. Öztüfekçi, A. (2018). An investigation of learner autonomy in language learning in tertiary education: From the perspectives of learner and teachers (Unpublished Master thesis). Bahçeşehir University, Istanbul.
35. Pallant, J. (2020). Survival Manual A Step-by-Step Guide to Data Analysis Using IBM SPSS (7th edt). New York: Routledge.
36. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
37. Scharle, A., & Szabo, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press.
38. Sinnet JR,T.J. (2021). Student, teacher and parent perceptions of learner autonomy. [Master Thesis,İstanbul Aydın University]. Ulusal Tez Merkezi.
39. Susanti, A., Rachmajanti, S., & Mustofa, A. (2022). Learner autonomy in online learning for EFL students during the pandemic. Cogent Education, 9(1), Article 2128579. https://doi.org/10.1080/2331186X.2022.2128579
40. Szocs, K. (2017). Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study. Apples: Journal of Applied Language Studies, 11, issue 2, pp. 125–145.
41. Şakrak-Ekin, G. & Balçıkanlı, C. (2019). Does Autonomy Really Matter in Language Learning? Journal of Language and Education, 5(4), 98-111. doi: https:// doi.org/10.17323/jle.2019.8762
42. Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics. Pearson Education Limited.
43. Tayjasanant, C., & Suraratdecha, S. (2016). Thai EFL Teachers and Learners’ Beliefs and Readiness for Autonomous learning. 3L: Language, LinguisticsLiterature®, 22(3). http://journalarticle.ukm.my/10734/
44. Ustunluoglu, E. (2009). Autonomy in language learning: do students take responsibility for their learning? Journal of Theory and Practice in Education, 5, issue 2, pp. 148–169.
45. Van, T. N. (2011). Language learners’ and teachers’ perceptions relating to learner autonomy - Are they ready for autonomous language learning? VNU Journal of Science, Foreign Languages 27, issue 1, pp. 41–52.
46. Vu, T. V. (2021). Comparison of Vietnamese teachers’ and learners’ perceptions of autonomous language learning. Journal of Contemporary Educational Studies, 72(3), 174–194.
47. Yıldırım, Ö. (2008). Turkish EFL Learners’ Readiness for Learner Autonomy. Journal of Language and Linguistic Studies,4(1).65-80.
48. Yıldırım, Ö. (2012). A Study on a Group of Indian English as a Second Language Learners’ Perceptions of Autonomous Learning. Turkish Online Journal of Qualitative Inquiry, April 2012, 3(2).18-29.
49. Yosintha, R., & Yunianti, S. S. (2021). Learner Autonomy in EFL Online classes in Indonesia: Students’ voices. Langkawi Journal of the Association for Arabic and English, 7(1), 119. https://doi.org/10.31332/lkw.v7i1.2637