Research Article
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Year 2020, Volume: 16 Issue: 2, 521 - 536, 24.06.2020
https://doi.org/10.17263/jlls.759241

Abstract

References

  • Aliponga,J., Johnston, C., Koshiyama, Y., Ries, T., & Rush, T. (2013). Learner autonomy in east Asian university contexts. Journal of Educationaland Social Research MCSER Publishing, Rome-Italy, 3 (7), 83-89. Allwright, D. (1990). Autonomy in language pedagogy in CRILE Working Paper 6. Centre for Research in Education: University of Lancaster. Aydoğlu, C. (2009). Yabancı dil öğretiminde otonom öğrenme: Neden ve nasıl? Uluslararası Sosyal Araştırmalar Dergisi, 2(8). 68-74. Barker, D.G. (2014). Success: From failure to failure with enthusiasm. Studies in Second Language Learning and Teaching, 4(2), 301-325. Benson, P. (2001). Teaching and researching autonomy in language learning. London, UK: Longman Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In beyond the language classroom (pp.7-16). Palgrave Macmillan UK. Can, T. (2012). Yabancı dil öğretimi bağlamında öğrenen özerkliğinin sanal öğrenme ortamları yoluyla desteklenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 17(1), 46-53. Can, M.Z., & Turkmen, B. (2017). Bilgisayar oyunlarının yabancı dil eğitimine katkısının araştırılması: ana dili türkçe olan 100 yüksek öğretim öğrencisi üzerinde yapılan araştırma örneği. Tarih Okulu Dergisi (TOD), 10(31), 399-435. Candy, P. (1991). Self direction for life-long learning. San Francisco: Jossey- Bass. Chan, H.W. (2016). Popular culture, English out-of-class activities, and learner autonomy among highly proficient secondary students in Hong kong. Universal Journal of Educational Research, 4(8), 1918-1923. Çoşkun, A., & Marlowe, Z. (2015). Technology in elt: english teachers investigate animoto and fotobabble. International Journal of HigherEducation,4(3), 119-128. Dickinson, L. (1987). Self-instruction in language learning, Cambridge University Press. Ergür, D.O. (2010). Öğrenen özerkliğinin kazandırılmasında öğretmenin rolü. International Conference on New Trends in Education and Their Implications, Iconte, 11-13 November, 2010, Antalya, 354-359. Farivar, A., & Rahimi, A. (2015). The ımpact of call on iranian efl learners' autonomy, Procedia – Social and Behavioral Sciences, 192, 644 – 649. Seijt, G., Gandz, J., Byrne, A., & Crossan, M. (2015). Learnıng from boardroom perspectıves on leader character. Ivey Business Journal, January/February, 1-12.http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer? Holec, H. (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe. Holec,H (2011). Training teachers to cope with the inherent variability of their Office. Innovation in Language Learning and Teaching, 5(2), 111-118. Demirel, Ö. (2003). Yabancı dil öğretimi. İstanbul: Pegem Yayıncılık. Demirel, Ö.,& Mirici, İ. H. (2002). Yabancı dil eğitiminde öğrenen özerkliği. Milli Eğitim Dergisi, 155-156,76-88. Demirtaş, İ. (2010). Üniversite İngilizce hazırlık eğitiminde özerk öğrenme becerileri (Unpublished MA thesis). Ankara Üniversitesi, Ankara. Demirtaş, İ., & Sert, N. (2010). English education at unıversity level: Who ıs at the centre of the learnıng process? Novitas-Royal (Research On Youth and Language), 4(2), 159- 172. Edwards, D. (2006). Discourse, cognition and social practices: The rich surface of language and social interaction. Discourse Studies, 1, 41-49. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for Science: A collaborative digital video project in a technological learning environment. Language Learning &Technology, 15(3), 68-86. Hamada, M. (2012). A Facebook project for Japanese university students: does it really enhance student interaction, learner autonomy, and English abilities? In L. Bradley & S. Thouësny (Eds.), In L. Bradley & S. Thouësny (Eds.), CALL: Using, learning, knowing, EUROCALL Conference Proceedings (104-110). Gothenburg, Sweden, 22-25 August 2012. Ivanovska, B. (2015). Learner autonomy in foreign language education and in cultural context. Procedia-Social and Behavioral Sciences, 180, 352-356. Hymes, D. (2005). Models of the interaction of language and social life: toward a descriptive theory. Inter cultural discourse and communication: The essential readings, 4 -16. Context. Procedia – Social and Behavioral Sciences 180, 352 – 356. Little, D. (1991). Learner Autonomy1: Definitions, Issuesand Problems. Dublin: Authentik. Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(2-3), 93-104. Little, D. (2016). The European Language Portfolio: time for a fresh start? International Online Journalof Education and Teaching (IOJET), 3(3), 162-172. Maynard, D. W., & Peräkylä, A. (2006). Language and social interaction. In Handbook of socialpsychology (pp. 233-257). Springer, Boston, MA. Miles, M.B, & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA; Sage. McCombs, B. (1997). Understanding the keys to motivate to learn (Unpublished doctoral dissertation) George Washington University, Washington
  • Nunan, D. (1997). Designing and Adapting Materials to Encourage Learner Autonomy. In P. Benson, & P. Voller (Eds.). Autonomy and Independence in Language Learning (pp. 192-203). London: Longman. Oğuz, A. (2013). Öğretmenlerin öğrenen özerkliğinin desteklenmesine ilişkin görüşleri. International Journal of Human Sciences, 10(1), 1273-1297. Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV akademi dergisi, 20 (67), 59-84. Sert, N. (2007). Öğrenen özerkliğine ilişkin bir ön çalışma. İlköğretim Online, 6(1), 180-196. Soyer, S. (2016). Yabancı dil öğretim yöntemi olarak yaratıcı drama ve etkileri. International Journal of Contemporary Educational Studies, 2(1), 157-163. Şimşek, H. (2016). Drama yoluyla ingilizce kelime öğretimi: gölbaşı MYO örneği. International Journal of Social Science, 44, 421-430. Patton, M, Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA; Sage. Perren, J.M. (2010). Internet supplements for English vocabulary and reading development to empower autonomous ınternational students. The International Journal of Technology, Knowledge and Society, 6(6),66-84. Peterson, M., (2010). Massively multiplayer online role-playing games (MMORPGs) as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439. Paiva, V. (2005). Autonomy and complexity, autonomy in second in language acquisition, 146. Retrieved on October, 3, 2009. from http://www.veramenezes.Com/autoplex.htm Roberts, P., & Priest, H. (2006). Reliability and validity in research. Nursing Standard, 20, 41-45. Rüschoff, B., & Ritter, M. (2001). Technology-enhanced language learning: construction of knowledge and template-based learning in the foreign language classroom, ComputerAssisted Language Learning,14(3-4), 219-232 Tok, H. (2011). Otonom öğrenme. Elektronik Sosyal Bilimler Dergisi, 10(36), 54-64. Tok, H., & Arıbaş, S. (2008). Avrupa birliğine uyum sürecinde yabancı dil öğretimi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 205–227. Vygotsky, L. (1991). Thoughtand Language. Cambridge, Mass: MIT Press. Wang, P. (2011). Constructivism and learner autonomy in foreign language teaching and learning: to what extent does theory inform practice? Theory and Practice in Language Studies, 1(3), 273-277. Weitzman, E. A. (2000). Handbook of qualitative reseach (2nd.ed). Thousand Oaks, CA; Sage. Woodhouse, H. (2011). Learning for life: The people’s free university and the civil commons. Issues in Social Justice, 5(1), 77-90. Wu, C.J., Chan, G.D., & Haung, C.W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62, 209–226. Wulff, S., Hanor, J., & Buik, R-J. (2000). The roles and interrelationships of presence, reflection, and self-directed learning in effective World Wide Web based pedagogy. In R. A. Cole (Eds.), Issues in Web-based pedagogy: A critical primer (pp. 161-181). Westport, CT: Greenwood Pres. Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: SeçkinYayıncılık.

Opinions of EFL students regarding autonomous learning in language teaching

Year 2020, Volume: 16 Issue: 2, 521 - 536, 24.06.2020
https://doi.org/10.17263/jlls.759241

Abstract

The purpose of this study is to reveal the opinions of the Sivas Cumhuriyet University students, majoring at English Language Teaching Department in the 2017-2018 academic year, about the autonomous learning process to acquire English speaking proficiency. This study, which aims to reveal the sources that affect the students' autonomous learning activities and speaking skills in English language learning, has been conducted with qualitative study methods and is in descriptive survey model. Interviewing method was chosen as the data collection tool of the study. A semi-structured interview form was prepared and conducted in order to reveal the students' opinions about the language learning process, the activities they do individually in order to improve their English speaking proficiency, the sources affecting their speaking skills, and their recommendations for students who want to improve their speaking skills. Qualitative data were analyzed by descriptive analysis, and the data obtained according to the framework formed were interpreted and supported by direct quotations when necessary. Studies on the effects of autonomous learning activities on development of English speaking competence report that auto autonomous learning activities are: making foreign friends, watching foreign movies and listening to foreign music, playing video games, attending drama courses and situations emerging out of individual and environmental circumstances.

References

  • Aliponga,J., Johnston, C., Koshiyama, Y., Ries, T., & Rush, T. (2013). Learner autonomy in east Asian university contexts. Journal of Educationaland Social Research MCSER Publishing, Rome-Italy, 3 (7), 83-89. Allwright, D. (1990). Autonomy in language pedagogy in CRILE Working Paper 6. Centre for Research in Education: University of Lancaster. Aydoğlu, C. (2009). Yabancı dil öğretiminde otonom öğrenme: Neden ve nasıl? Uluslararası Sosyal Araştırmalar Dergisi, 2(8). 68-74. Barker, D.G. (2014). Success: From failure to failure with enthusiasm. Studies in Second Language Learning and Teaching, 4(2), 301-325. Benson, P. (2001). Teaching and researching autonomy in language learning. London, UK: Longman Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In beyond the language classroom (pp.7-16). Palgrave Macmillan UK. Can, T. (2012). Yabancı dil öğretimi bağlamında öğrenen özerkliğinin sanal öğrenme ortamları yoluyla desteklenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 17(1), 46-53. Can, M.Z., & Turkmen, B. (2017). Bilgisayar oyunlarının yabancı dil eğitimine katkısının araştırılması: ana dili türkçe olan 100 yüksek öğretim öğrencisi üzerinde yapılan araştırma örneği. Tarih Okulu Dergisi (TOD), 10(31), 399-435. Candy, P. (1991). Self direction for life-long learning. San Francisco: Jossey- Bass. Chan, H.W. (2016). Popular culture, English out-of-class activities, and learner autonomy among highly proficient secondary students in Hong kong. Universal Journal of Educational Research, 4(8), 1918-1923. Çoşkun, A., & Marlowe, Z. (2015). Technology in elt: english teachers investigate animoto and fotobabble. International Journal of HigherEducation,4(3), 119-128. Dickinson, L. (1987). Self-instruction in language learning, Cambridge University Press. Ergür, D.O. (2010). Öğrenen özerkliğinin kazandırılmasında öğretmenin rolü. International Conference on New Trends in Education and Their Implications, Iconte, 11-13 November, 2010, Antalya, 354-359. Farivar, A., & Rahimi, A. (2015). The ımpact of call on iranian efl learners' autonomy, Procedia – Social and Behavioral Sciences, 192, 644 – 649. Seijt, G., Gandz, J., Byrne, A., & Crossan, M. (2015). Learnıng from boardroom perspectıves on leader character. Ivey Business Journal, January/February, 1-12.http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer? Holec, H. (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe. Holec,H (2011). Training teachers to cope with the inherent variability of their Office. Innovation in Language Learning and Teaching, 5(2), 111-118. Demirel, Ö. (2003). Yabancı dil öğretimi. İstanbul: Pegem Yayıncılık. Demirel, Ö.,& Mirici, İ. H. (2002). Yabancı dil eğitiminde öğrenen özerkliği. Milli Eğitim Dergisi, 155-156,76-88. Demirtaş, İ. (2010). Üniversite İngilizce hazırlık eğitiminde özerk öğrenme becerileri (Unpublished MA thesis). Ankara Üniversitesi, Ankara. Demirtaş, İ., & Sert, N. (2010). English education at unıversity level: Who ıs at the centre of the learnıng process? Novitas-Royal (Research On Youth and Language), 4(2), 159- 172. Edwards, D. (2006). Discourse, cognition and social practices: The rich surface of language and social interaction. Discourse Studies, 1, 41-49. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for Science: A collaborative digital video project in a technological learning environment. Language Learning &Technology, 15(3), 68-86. Hamada, M. (2012). A Facebook project for Japanese university students: does it really enhance student interaction, learner autonomy, and English abilities? In L. Bradley & S. Thouësny (Eds.), In L. Bradley & S. Thouësny (Eds.), CALL: Using, learning, knowing, EUROCALL Conference Proceedings (104-110). Gothenburg, Sweden, 22-25 August 2012. Ivanovska, B. (2015). Learner autonomy in foreign language education and in cultural context. Procedia-Social and Behavioral Sciences, 180, 352-356. Hymes, D. (2005). Models of the interaction of language and social life: toward a descriptive theory. Inter cultural discourse and communication: The essential readings, 4 -16. Context. Procedia – Social and Behavioral Sciences 180, 352 – 356. Little, D. (1991). Learner Autonomy1: Definitions, Issuesand Problems. Dublin: Authentik. Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(2-3), 93-104. Little, D. (2016). The European Language Portfolio: time for a fresh start? International Online Journalof Education and Teaching (IOJET), 3(3), 162-172. Maynard, D. W., & Peräkylä, A. (2006). Language and social interaction. In Handbook of socialpsychology (pp. 233-257). Springer, Boston, MA. Miles, M.B, & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA; Sage. McCombs, B. (1997). Understanding the keys to motivate to learn (Unpublished doctoral dissertation) George Washington University, Washington
  • Nunan, D. (1997). Designing and Adapting Materials to Encourage Learner Autonomy. In P. Benson, & P. Voller (Eds.). Autonomy and Independence in Language Learning (pp. 192-203). London: Longman. Oğuz, A. (2013). Öğretmenlerin öğrenen özerkliğinin desteklenmesine ilişkin görüşleri. International Journal of Human Sciences, 10(1), 1273-1297. Özer, B., & Korkmaz, C. (2016). Yabancı dil öğretiminde öğrenci başarısını etkileyen unsurlar. EKEV akademi dergisi, 20 (67), 59-84. Sert, N. (2007). Öğrenen özerkliğine ilişkin bir ön çalışma. İlköğretim Online, 6(1), 180-196. Soyer, S. (2016). Yabancı dil öğretim yöntemi olarak yaratıcı drama ve etkileri. International Journal of Contemporary Educational Studies, 2(1), 157-163. Şimşek, H. (2016). Drama yoluyla ingilizce kelime öğretimi: gölbaşı MYO örneği. International Journal of Social Science, 44, 421-430. Patton, M, Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA; Sage. Perren, J.M. (2010). Internet supplements for English vocabulary and reading development to empower autonomous ınternational students. The International Journal of Technology, Knowledge and Society, 6(6),66-84. Peterson, M., (2010). Massively multiplayer online role-playing games (MMORPGs) as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439. Paiva, V. (2005). Autonomy and complexity, autonomy in second in language acquisition, 146. Retrieved on October, 3, 2009. from http://www.veramenezes.Com/autoplex.htm Roberts, P., & Priest, H. (2006). Reliability and validity in research. Nursing Standard, 20, 41-45. Rüschoff, B., & Ritter, M. (2001). Technology-enhanced language learning: construction of knowledge and template-based learning in the foreign language classroom, ComputerAssisted Language Learning,14(3-4), 219-232 Tok, H. (2011). Otonom öğrenme. Elektronik Sosyal Bilimler Dergisi, 10(36), 54-64. Tok, H., & Arıbaş, S. (2008). Avrupa birliğine uyum sürecinde yabancı dil öğretimi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 9(15), 205–227. Vygotsky, L. (1991). Thoughtand Language. Cambridge, Mass: MIT Press. Wang, P. (2011). Constructivism and learner autonomy in foreign language teaching and learning: to what extent does theory inform practice? Theory and Practice in Language Studies, 1(3), 273-277. Weitzman, E. A. (2000). Handbook of qualitative reseach (2nd.ed). Thousand Oaks, CA; Sage. Woodhouse, H. (2011). Learning for life: The people’s free university and the civil commons. Issues in Social Justice, 5(1), 77-90. Wu, C.J., Chan, G.D., & Haung, C.W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62, 209–226. Wulff, S., Hanor, J., & Buik, R-J. (2000). The roles and interrelationships of presence, reflection, and self-directed learning in effective World Wide Web based pedagogy. In R. A. Cole (Eds.), Issues in Web-based pedagogy: A critical primer (pp. 161-181). Westport, CT: Greenwood Pres. Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: SeçkinYayıncılık.
There are 2 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Esmira Mehdiyev

Publication Date June 24, 2020
Published in Issue Year 2020 Volume: 16 Issue: 2

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APA Mehdiyev, E. (2020). Opinions of EFL students regarding autonomous learning in language teaching. Journal of Language and Linguistic Studies, 16(2), 521-536. https://doi.org/10.17263/jlls.759241
AMA Mehdiyev E. Opinions of EFL students regarding autonomous learning in language teaching. Journal of Language and Linguistic Studies. June 2020;16(2):521-536. doi:10.17263/jlls.759241
Chicago Mehdiyev, Esmira. “Opinions of EFL Students Regarding Autonomous Learning in Language Teaching”. Journal of Language and Linguistic Studies 16, no. 2 (June 2020): 521-36. https://doi.org/10.17263/jlls.759241.
EndNote Mehdiyev E (June 1, 2020) Opinions of EFL students regarding autonomous learning in language teaching. Journal of Language and Linguistic Studies 16 2 521–536.
IEEE E. Mehdiyev, “Opinions of EFL students regarding autonomous learning in language teaching”, Journal of Language and Linguistic Studies, vol. 16, no. 2, pp. 521–536, 2020, doi: 10.17263/jlls.759241.
ISNAD Mehdiyev, Esmira. “Opinions of EFL Students Regarding Autonomous Learning in Language Teaching”. Journal of Language and Linguistic Studies 16/2 (June 2020), 521-536. https://doi.org/10.17263/jlls.759241.
JAMA Mehdiyev E. Opinions of EFL students regarding autonomous learning in language teaching. Journal of Language and Linguistic Studies. 2020;16:521–536.
MLA Mehdiyev, Esmira. “Opinions of EFL Students Regarding Autonomous Learning in Language Teaching”. Journal of Language and Linguistic Studies, vol. 16, no. 2, 2020, pp. 521-36, doi:10.17263/jlls.759241.
Vancouver Mehdiyev E. Opinions of EFL students regarding autonomous learning in language teaching. Journal of Language and Linguistic Studies. 2020;16(2):521-36.