Türkiye'de Yabancı Dil Öğreniminde Öğrenen Özerkliği: 2009-2019 Nitel Araştırmaların Bir Meta-Sentez Çalışması

Öz

Türkiye bağlamında yabancı dil öğreniminde öğrenen özerkliği gelişiminin önemini vurgulayan bir dizi nitel çalışma bulunmaktadır, ancak İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin deneyimleri şimdiye kadar yürütülen çalışmalardan bütünsel bir resim elde etmek için hiç derlenmemiştir Dolayısıyla, bu çalışma Türkiye’de yabancı dil öğrenme alanında öğrenen özerkliği konusunu ele alan 12 nitel araştırma bulgusunu sentezlemeyi ve alan yazınında araştırma boşluğunu belirleme ve gelecek araştırmalar için önerilerde bulunmayı amaçlamaktadır. ERIC, Taylor & Francis, DergiPark, Google Scholar ve SCOPUS arama motoru ve veritabanları aracılığıyla belirlenmiş anahtar sözcükler kullanılarak bir arama gerçekleştirilmiştir. 2009’dan bu yana hakemli dergilerde yayınlanan 12 tam metin nitel araştırma bu araştırmaya dahil edildi. Verileri analizinde mevcut bulguları sentezlemek için, tümevarımsal tematik analiz kullanıldı. Üç tümevarımsal tema çıkarıldı: (1) özerk öğrencilerin özellikleri, (2) öğrenen özerkliğini teşvik eden yollar ve (3) öğrenen özerkliğini geliştirmedeki zorluklar. Bulgular geç kariyer öğretmenlerin deneyimleri aracılığıyla özerk dil öğrenmesinde nitel çalışmaların eksikliğini göstermektedir. Bulgular bu meta sentez çalışmasının öğrencilere destek verme yolunda Türkiye’de dil öğretmenlerinin düşünce yapısını anlamada yardımcı olabilir.

Anahtar Kelimeler

• Meta-sentez
• öğrenen özerkliği
• yabancı dil öğrenimi
• nitel araştırma tasarımı
• Türkiye bağlamı

Learner Autonomy in the Turkish EFL Context: A Meta-Synthesis Study of 2009-2019 Qualitative Research

Abstract

There are a number of qualitative studies which have emphasized the importance of developing learner autonomy in the Turkish foreign-language learning context but Turkish EFL learners’ experiences have not been synthesized to gain an overall picture of what aspects have been studied to date. This study therefore synthesizes twelve qualitative research findings dealing with the topic of learner autonomy in foreign-language learning settings in Turkey and in so doing identifies research gaps in the literature and makes suggestions for further research. A search using keywords was undertaken through the following databases and academic search engines: ERIC, Taylor & Francis, DergiPark, Google Scholar and SCOPUS. Twelve full-text, qualitative studies published in peer-reviewed journals since 2009 were identified and included. Inductive thematic analysis was employed to analyse and synthesize the findings. Three inductive themes were developed: (1) characteristics of autonomous learners, (2) ways to encourage learner autonomy and (3) challenges of developing learner autonomy. The findings indicate a scarcity of qualitative research on autonomous language learning through the experiences of late-career teachers. The findings of this meta-synthesis might also help to understand the mindset of language teachers in Turkey towards empowering students.

Keywords

• Meta-synthesis
• learner autonomy
• foreign language learning
• qualitative research design
• Turkish context

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