Turkish EFL Learners’ Readiness for Learner Autonomy

Abstract

The notion of 'learner autonomy' has become more and more crucial in the field of language learning for the last three decades due to the development of learner centered approaches in education. Current literature on learner autonomy suggests that the perception and practice of autonomous learning change according to specific cultural and educational contexts. Therefore, in any given country, it is important to identify students’ readiness for learner autonomy before designing or adapting activities to promote autonomous learning. This study is an attempt in that direction. Aiming at identifying university level Turkish EFL learners’ readiness for learner autonomy, the study investigated 103 learners’ perceptions of teacher and learner responsibilities, their opinions about their own abilities to act autonomously, and the frequency of actual autonomous language learning activities they employ. Results indicated that learners seem to be ready to take more responsibility in many areas of the language learning process.

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