Fostering Learner Autonomy: Teacher Beliefs and Actual Practices

Abstract

Abstract Learner autonomy is an essential part of learning a language, and it is generally accepted that students need their teachers’ assistance in order to become more independent in learning English. The beliefs and applications of teachers are essential for encouraging this independence. There have been numerous studies focusing on teacher beliefs based on learner autonomy; nonetheless, few studies have revolved around teachers’ actual classroom practices to improve learner autonomy. In this vein, the current study investigates the beliefs and classroom practices of an English as a Foreign Language (EFL) teacher, who has a pseudonym-Melek-, with the objective of enhancing learner autonomy. In addition, it aims to discern potential discrepancies between the teacher’s articulated beliefs and her pedagogical practices, while also emphasizing the challenges faced during her online classes. Using a case study, the study gathered information from a single participant by interviews and observations for eight weeks. Subsequently, the data was analyzed utilizing a thematic analysis. The results show the participant used several techniques to foster learner autonomy. Her stated beliefs clearly differed from the observed classroom environment, though. The participant had difficulties applying procedures based on classroom-, learner-, and teacher-centered approaches to promote autonomy in the online teaching environment even if she recognized their potential. These results have various consequences. Policymakers are urged to understand the need of supporting learner autonomy by means of interaction in online learning environments and to modify guidelines in line with this realization. Furthermore, in-service training courses must be tailored to provide EFL teachers with efficient tools for encouraging learner autonomy. Key words: autonomy, teacher beliefs, classroom practices, online teaching.

Keywords

• autonomy
• teacher beliefs
• classroom practices
• online teaching

Supporting Institution

TUBİTAK

Ethical Statement

This study was presented at the 11th International Conference on Lifelong Education and Leadership for All (ICLEL 2025) in Kaunas, Lithuania, and the conference proceeding was financially supported by the 2224-A program of the Scientific and Technological Research Council of Türkiye (TUBİTAK).

Thanks

The conference proceeding was financially supported by the 2224-A program of the Scientific and Technological Research Council of Türkiye (TUBİTAK).

Öğrenen Özerkliğini Geliştirme: Öğretmen İnançları ve Gerçek Uygulamalar

Abstract

Özet Öğrenen özerkliği, bir dil öğrenmenin önemli bir parçasıdır ve öğrencilerin İngilizce öğreniminde daha bağımsız hale gelebilmeleri için öğretmenlerinin desteğine ihtiyaç duydukları genel olarak kabul edilmektedir. Bu bağımsızlığı teşvik etmede öğretmenlerin inançları ve uygulamaları büyük önem taşımaktadır. Öğrenen özerkliğine dayalı öğretmen inançlarına odaklanan çok sayıda çalışma bulunmasına rağmen, öğretmenlerin öğrenen özerkliğini geliştirmeye yönelik gerçek sınıf uygulamalarına odaklanan çalışmalar oldukça azdır. Bu bağlamda, mevcut çalışma, İngilizceyi yabancı dil olarak öğreten (EFL) bir öğretmenin —Melek (takma ad)— öğrenen özerkliğini geliştirmeye yönelik inançlarını ve sınıf içi uygulamalarını incelemektedir. Ayrıca, öğretmenin ifade ettiği inançlar ile pedagojik uygulamaları arasındaki olası farklılıkları belirlemeyi ve çevrim içi derslerde karşılaştığı zorluklara vurgu yapmayı amaçlamaktadır. Bir durum çalışması yöntemi kullanılarak, sekiz hafta boyunca yapılan görüşmeler ve gözlemler aracılığıyla tek bir katılımcıdan veri toplanmıştır. Ardından, veriler tematik analiz yöntemiyle incelenmiştir. Bulgular, katılımcının öğrenen özerkliğini geliştirmek için çeşitli teknikler kullandığını göstermektedir. Ancak, ifade ettiği inançlar ile gözlemlenen sınıf ortamı arasında belirgin farklılıklar olduğu görülmüştür. Katılımcı, çevrim içi öğretim ortamında özerkliği geliştirmek amacıyla sınıf temelli, öğrenen temelli ve öğretmen temelli yaklaşımlara dayalı yöntemleri uygulamakta zorluk yaşamıştır, her ne kadar bu yöntemlerin potansiyelini kabul etse de. Bu sonuçların çeşitli yansımaları bulunmaktadır. Politika yapıcıların, çevrim içi öğrenme ortamlarında etkileşim yoluyla öğrenen özerkliğinin desteklenmesi gerekliliğini anlamaları ve yönergeleri bu doğrultuda yeniden düzenlemeleri önerilmektedir. Ayrıca, hizmet içi eğitim programlarının, EFL öğretmenlerine öğrenen özerkliğini teşvik etmek için etkili araçlar sağlayacak şekilde düzenlenmesi gerekmektedir. Anahtar kelimeler: özerklik, öğretmen inançları, sınıf uygulamaları, çevrim içi öğretim

Keywords

• özerklik
• öğretmen inançları
• sınıf uygulamaları
• çevrim içi öğretim

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