Abstract
Independent learning has gained a special attention in English Language Teaching (ELT) for fairly forty years. And in recent years, the prominence of autonomous learning as well as the active participation of students in leading their studies, not only in but also out of the classroom, has been dramatically acknowledged. Typically, the traditional teaching style is missing this attribute and the students are not engaged in the learning process. Though, confirming that students are prepared to undertake this responsibility as well as maintaining them in such a role is often said not to be clear in rehearsal. Thus, it is indispensable to explore the English language teachers’ conceptions of learner autonomy and find out if they have the means for fostering it in their classrooms. Hence, the current study examined the EFL teachers’ conceptions of learner autonomy and to what extent their understanding was applied in their actual teaching practice. To do so, 36 English language teachers were the participants in this study. Utilizing a mixed method, the researcher used a questionnaire and semi-structure interviews to collect the required data for the current study. The results showed that the teachers’ actual teaching practices contradicted with their theoretical conceptions about learner autonomy.
References
- Dang, T. T. (2012). Learner Autonomy: A Synthesis of Theory and Practice. The Internet Journal of Language, Culture and So-ciety, 52-67. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon (First published [1979], Strasbourg: Council of Europe). Little, D. (1991). Learner autonomy: Definitions, issues, and problems. Dublin: Authentik. Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Clevedon: Multilingual Matters. Nga, N. T. (2014). Learner autonomy in language learning: Teachers’ beliefs. Doctor of Philosophy, Queensland University of Technology, Australia. Salimi, A. & Ansari, N. (2015). Learner Autonomy: Investigating Iranian English Teachers’ Beliefs. Academy Publication. Summer, T. (2010). 7 Key Concept: Learner Autonomy. ISSN 1869- 3334. Retrieved on October, 20, 2018, from: https://opus.bibliothek.uniwuerzburg. de/opus4-wuerzburg/frontdoor/deliver/index/docId/4140/file/ Summer_Learner_Autonomy_Profil2.pdf. Trinh, Q. L. (2005). Stimulating learner autonomy in English language education: A curriculum innovation study in a Vietnamese context. Amsterdam: PrintPartnerIpskamp. Tütünis, B. (2011). Changing Teacher Beliefs and Attitudes towards Autonomous Learning. In D. Gardner, Fostering Autonomy in Language Learning. Gaziantep: Zirve University, 161-165. William, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Abstract
İngiliz dili öğretiminde öğrenci özerkliği son otuz yıldır üzerinde durulan
konulardan biridir. Ve son yıllarda, öğrenci özerkliğinin yanı sıra dil
öğretim sürecinde öğrencilerin sadece sınıf içerisinde değil sınıf dışında da
aktif katılımlarının önemi kabul edilmektedir. Genel anlamda, geleneksel
öğretim metotları bu nitelikten yoksundur ve öğrencilere öğrenme
süreçleriyle ilgili düşünme olanakları verilmemektedir. Bu bağlamda
İngilizce öğretmenlerinin öğrenci özerkliği konusundaki algılarının
araştırılması ve dil öğretiminde öğrenci özerkliği kazandırma tekniklerini
kullanıp kullanmadıklarını bulmak çok önemlidir. Bu sebeplerle, bu
çalışma ile İngilizce öğretmenlerinin öğrenci özerkliği konusundaki
algıları ve dil öğretiminde öğrenci özerkliği kazandırma tekniklerini
ne ölçüde kullanıp kullanmadıkları araştırılmıştır. Araştırmaya bir
vakıf üniversitesinde çalışmakta olan 36 İngilizce okutmanı katılmıştır.
Araştırma karma yöntemli vaka çalışması şeklinde tasarlanmış ve veriler
anket ve yarı yapılandırılmış mülakat yoluyla toplanmıştır. Çalışmanın
bulguları katılımcıların öğrenci özerkliği konusundaki algıları ve sınıf içi
öğretmenlik uygulamalarının çeliştiğini göstermiştir.
References
- Dang, T. T. (2012). Learner Autonomy: A Synthesis of Theory and Practice. The Internet Journal of Language, Culture and So-ciety, 52-67. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon (First published [1979], Strasbourg: Council of Europe). Little, D. (1991). Learner autonomy: Definitions, issues, and problems. Dublin: Authentik. Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Clevedon: Multilingual Matters. Nga, N. T. (2014). Learner autonomy in language learning: Teachers’ beliefs. Doctor of Philosophy, Queensland University of Technology, Australia. Salimi, A. & Ansari, N. (2015). Learner Autonomy: Investigating Iranian English Teachers’ Beliefs. Academy Publication. Summer, T. (2010). 7 Key Concept: Learner Autonomy. ISSN 1869- 3334. Retrieved on October, 20, 2018, from: https://opus.bibliothek.uniwuerzburg. de/opus4-wuerzburg/frontdoor/deliver/index/docId/4140/file/ Summer_Learner_Autonomy_Profil2.pdf. Trinh, Q. L. (2005). Stimulating learner autonomy in English language education: A curriculum innovation study in a Vietnamese context. Amsterdam: PrintPartnerIpskamp. Tütünis, B. (2011). Changing Teacher Beliefs and Attitudes towards Autonomous Learning. In D. Gardner, Fostering Autonomy in Language Learning. Gaziantep: Zirve University, 161-165. William, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Details
| Primary Language | English |
|---|---|
| Subjects | Creative Arts and Writing |
| Journal Section | Research Article |
| Authors | |
| Publication Date | June 1, 2020 |
| Acceptance Date | February 14, 2020 |
| Published in Issue | Year 2020 Volume: 6 Issue: 1 |
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