İngilizceyi yabancı dil olarak öğrenen öğrencilerin özerk öğrenme ve hayat boyu öğrenme eğilimlerinin yeniden değerlendirilmesi

Year 2022, Issue: 30, 1061 - 1075, 21.10.2022

Gökçe Dişlen Dağgöl

Abstract

Küreselleşmenin neden olduğu değişikliklere ayak uydurabilmek için İngilizce öğrenme ihtiyacı gittikçe artmaktadır. Ancak ne öğrenildiği nasıl öğrenildiği kadar önemlidir, çünkü öğrenme şekli öğrenmenin verimi, kalıcılığı ve sürdürülebilirliğini etkiler. Öğrenme şekillerinden biri de şüphesiz otonom dil öğrenmedir. Kişinin kendi öğrenme sorumluluğunu alması süreci daha somut ve bilinçli hale getirir, ki böylece hayat boyu öğrenmenin yolunu açar. Bu özellikler, öğrencilerin özerk ve hayat boyu öğrenici olmaları beklenen üniversite düzeyinde daha da önem kazanmaktadır. Dolayısıyla, bu çalışma üniversite öğrencilerinin özerk dil öğrenme ve hayat boyu öğrenme eğilimleri arasındaki olası ilişkiye odaklanmıştır. Katılımcılar, branşı İngilizce olan ve olmayan öğrencilerden oluşmaktadır. Veriler, nicel yöntemlerle toplanıp analiz edilmiştir. Çalışma, özerk dil öğrenme ve hayat boyu öğrenme arasında olumlu ve anlamlı bir ilişki elde etmiştir. İngilizce öğrenen öğrencilerin bu kavramlar konusunda oldukça olumlu inançları olduğu bulunmuştur. Yaş, cinsiyet ve branş ile olan ilişki de incelenmiştir. Çalışmanın sonunda, pedagojik çıkarımlar tartışılmıştır.

Keywords

Dil öğrenme özerkliği, hayat boyu öğrenme, İngilizceyi yabancı dil olarak öğrenenler

Revisiting EFL students’ language learning autonomy and lifelong learning tendencies

Abstract

The need to learn English is increasing more and more to keep up with the changes caused by globalization. However, what you learn is as important as how you learn it because the way you learn it influences the efficiency, permanence and sustainability of learning. One of these ways in undoubtedly is autonomous language learning. Taking the responsibility of one’s own learning could make the process more concrete and conscious, thus paving the way for lifetime learning. Having such traits gains greater importance at tertiary level where students are expected to be autonomous and lifelong learners. Hence, the present study dwelled upon the probable relationship between language learning autonomy and lifelong learning tendencies of EFL university students. The participants were both English-majoring and non-English majoring students. The data were collected and analyzed quantitatively. The study revealed a positive and significant relationship between language learner autonomy and lifelong learning. EFL students were found to have high beliefs of these constructs. The relation with age, gender and major was also investigated. Pedagogical implications were discussed at the end of the study.

Keywords

Language learning autonomy, lifelong learning, EFL students

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