Investigating the Relationship between the Level of Reflective Thinking and Learner Autonomy Readiness of Turkish EFL Student Teachers

Abstract

This study investigates the relationship between reflective thinking and readiness for learner autonomy among Turkish EFL student teachers, and examines how reflective capacity contributes to student teachers’ preparedness to take responsibility for their own learning. The data were collected from a total of 139 student teachers from three universities in Türkiye through the Learner Autonomy Readiness Questionnaire (LARQ) and the Reflection Questionnaire. The data were analyzed using descriptive statistics, Pearson correlation, t-tests, ANOVA, and regression analyses. The findings revealed a moderate-to-strong correlation between reflective thinking and autonomy readiness, with the ‘reflection’ component emerging as the strongest predictor of autonomy (β = .48). While the components of ‘understanding’ and ‘critical reflection’ also contributed significantly, ‘habitual action’ did not show predictive impact. Gender-based differences indicated that male participants scored higher in ‘habitual action’, whereas females outperformed in ‘understanding’. Institutional differences were also observed in student teachers’ perceptions of ‘learner roles’. Overall, the study demonstrates that reflective thinking, particularly deliberate cognitive reflection, is a key factor in fostering learner autonomy. The findings highlight the need for teacher education programs to integrate structured reflective practices to enhance student teachers’ readiness for autonomy and their capacity to foster it in practice.

Keywords

• reflective thinking
• learner autonomy
• readiness for autonomy
• EFL student teachers
• teacher education

Türk İngilizce Öğretmeni Adaylarının Yansıtıcı Düşünme Düzeyleri ile Öğrenen Özerkliği Hazırbulunuşlukları Arasındaki İlişkinin İncelenmesi

Abstract

Bu çalışma, Türk İngilizce öğretmeni adaylarının yansıtıcı düşünme düzeyleri ile öğrenen özerkliğine hazırbulunuşlukları arasındaki ilişkiyi incelemekte ve yansıtıcı kapasitenin öğretmen adaylarının kendi öğrenmelerinden sorumluluk almaya hazır olmalarına nasıl katkıda bulunduğunu incelemektedir. Veriler, Türkiye'deki üç üniversiteden toplam 139 öğretmen adayından Öğrenen Özerkliği Hazırlık Anketi (LARQ) ve Yansıtma Anketi aracılığıyla toplanmıştır. Veriler, tanımlayıcı istatistikler, Pearson korelasyonu, t-testleri, ANOVA ve regresyon analizleri kullanılarak analiz edilmiştir. Bulgular, yansıtıcı düşünme ile özerklik hazırlığı arasında orta ila güçlü bir korelasyon olduğunu ortaya koymuş ve “yansıtma” bileşeni özerkliğin en güçlü belirleyicisi olarak ortaya çıkmıştır (β = .48). ‘Anlama’ ve ‘eleştirel yansıtma’ bileşenleri de önemli ölçüde katkı sağlarken, ‘alışkanlık haline gelmiş eylem’ belirleyici bir etki göstermemiştir. Cinsiyete dayalı farklılıklarda erkek katılımcıların “alışkanlık hâline gelmiş eylem” boyutunda daha yüksek puan aldığı, kadın katılımcıların ise “anlama” boyutunda daha başarılı olduğu görülmüştür. Ayrıca öğretmen adaylarının öğrenen rolleri algılarında kurumsal farklılıklar da gözlemlenmiştir. Genel olarak çalışma, özellikle kasıtlı bilişsel yansıtmanın, öğrenen özerkliğini geliştirmede kilit bir faktör olduğunu ortaya koymaktadır. Bulgular, öğretmen eğitimi programlarının, öğretmen adaylarının özerkliğe hazırbulunuşluklarını ve gelecekteki öğretim uygulamalarında bu özerkliği geliştirme kapasitelerini artırmak için yapılandırılmış yansıtıcı uygulamaları müfredata entegre etme gerekliliğine dikkat çekmektedir.

Keywords

• yansıtıcı düşünme
• öğrenen özerkliği
• özerkliğe hazırbulunuşluk
• İngilizce öğretmeni adayları
• öğretmen eğitimi

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