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Learner autonomy among students of French as a foreign language in a tertiary context

Yıl 2021, , 85 - 108, 08.04.2021
https://doi.org/10.32601/ejal.911189

Öz

Learner autonomy has attracted numerous researchers in language teaching for the last four decades. However, there exists still a need to investigate to what extent learners of foreign languages, in particular languages other than English, are autonomous. This study aims to investigate learner autonomy in learning French at a university in Turkey by exploring students’ perceptions relevant to learner autonomy (i.e., responsibilities, abilities, and metacognitive strategies), motivation, and autonomous language learning activities. The study adopted a mixed-methods approach and the data were collected through a questionnaire (N = 57) and learning diaries (n = 14). The results revealed that the students seemed to hold teachers more responsible than themselves for learning French and in general they reported a moderate level of decision-making abilities and use of metacognitive strategies. Moreover, a considerable number of the students slightly motivated or did not feel motivated. The qualitative data on motivation analyzed based on the L2 Motivational Self System showed that the participants’ ideal L2 selves were shaped by professional aspirations and/or integrative motives. However, most of them appeared to have difficulties in maintaining their motivation and only a few students seemed to have intrinsic motivation. Furthermore, the majority of the students engaged in limited autonomous language learning activities. Thus, most of the students did not appear to be autonomous learners in learning French. The implications of the study were provided in light of the findings.

Kaynakça

  • Bekleyen, N., & Selimoğlu, F. (2016). Learner behaviors and perceptions of autonomous language learning. The Electronic Journal for English as a Second Language, 20(3). Retrieved from http://www.tesl-ej.org
  • Bektaş-Çetinkaya, Y., & Oruç, N. (2010). Turkish students’ motivation to learn English at public and private universities. Procedia Social and Behavioral Sciences, 2, 4662– 4666. https://doi.org/10.1016/j.sbspro.2010.03.746
  • Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15–18. Retrieved from https://pdfs.semanticscholar.org/204a/789abcd87c64f03ba72251ed89de4b116342.pdf
  • Benson, P. (2013). Teaching and researching: Autonomy in language learning (2nd ed.). Abingdon, United Kingdom: Routledge.
  • Benson, P. (2016). Language learner autonomy: Exploring teachers’ perspectives on theory and practice. In R. Barnard & J. Li (Eds.), Language learner autonomy: Teachers’ beliefs and practices in Asian contexts (pp. xxxiii–xliii). Phnom Penh, Cambodia: IDP Education Ltd.
  • Bhattacharya, A., & Chauhan, K. (2010). Augmenting learner autonomy through blogging. ELT Journal, 64(4), 376–384. https://doi.org/10.1093/elt/ccq002
  • Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices (ELT Research Paper 12–07). London, United Kingdom: British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/b459%20ELTRP%20Report%20Busaidi_final.pdf
  • Breeze, R. (2002). Attitudes towards learner autonomy among Spanish university students. Atlantis, 24(2), 23–36. Retrieved from http://www.jstor.org
  • Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101(3), 566–582. https://doi.org/10.1111/modl.12415
  • Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation & Research in Education, 16(1), 1–18. https://doi.org/10.1080/09500790208667003
  • Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195–205.
  • Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27(4), 493–513.
  • Council of Europe. (2005). Common European Framework of Reference for Languages: learning, teaching, assessment. Paris, France: Les Editions Didier.
  • Daflizar, D. (2017). Readiness for learner autonomy: An investigation into beliefs and practices of Indonesian tertiary EFL students (Doctoral thesis, University of Canberra, Canberra, Australia). https://doi.org/10.26191/fm11-9s42
  • de Burgh-Hirabe, R. (2019). Motivation to learn Japanese as a foreign language in an English speaking country: An exploratory case in New Zealand. System, 80, 95–106.
  • Dede, O. (2017). Instructors’ and students’ views on learner autonomy in university preparation classes (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.
  • Deregözü, A., & Hatipoğlu, S. (2018). An investigation on prospective German language teachers’ autonomous learning level. Journal of Language and Linguistic Studies, 14(1), 01–10.
  • Doğan, G., & Mirici, İ. H. (2017). EFL instructors’ perception and practices on learner autonomy in some Turkish universities. Journal of Language and Linguistic Studies, 13(1), 166–193.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol, United Kingdom: Multilingual Matters.
  • Dörnyei, Z. (2019). Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system. Studies in Second Language Learning and Teaching, 9(1), 19–30. https://doi.org/10.14746/ssllt.2019.9.1.2
  • Farahani, M. (2014). From spoon feeding to self-feeding: Are Iranian EFL learners ready to take charge of their own learning? Electronic Journal of Foreign Language Teaching, 11(1), 98–115.
  • Gamble, C., Wilkins, M., Aliponga, J., Koshiyama, Y., Yoshida, K., & Ando, S. (2018). Learner autonomy dimensions: What motivated and unmotivated EFL students think. Lingua Posnaniensis, 60(1), 33–47. https://doi.org/10.2478/linpo-2018-0003
  • Gao, X., & Zhang, L. J. (2011). Joining forces for synergy: Agency and metacognition as interrelated theoretical perspectives on learner autonomy. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 25–41). Bristol, United Kingdom: Multilingual matters.
  • Gardner, R. C. (2012). Integrative motivation and global language (English) acquisition in Poland. Studies in Second Language Learning and Teaching, 2(2), 215–226. https://doi.org/10.14746/ssllt.2012.2.2.5
  • Gardner, R. C., & Smythe, P. C. (1975). Second language acquisition: A social psychological approach. (Research Bulletin No. 332). Retrieved from https://files.eric.ed.gov/fulltext/ED163754.pdf
  • Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667
  • 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.
  • Holec, H. (1979). Autonomy et apprentissage des langues etrangères. Strasbourg, France: Conseil de l’Europe.
  • Illés, É. (2012). Learner autonomy revisited. ELT Journal, 66(4), 505–513. https://doi.org/10.1093/elt/ccs044
  • Karabıyık, A. (2008). The relationship between culture of learning and Turkish university preparatory students’ readiness for learner autonomy (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
  • Khalhman, I., & Shevchenko, S. (2017). Readiness for learner autonomy of prospective teachers minoring in English. Advanced Education, 8, 65–71. https://doi.org/10.20535/2410-8286.107296
  • Koçak, A. (2003). A study on learners’ readiness for autonomous learning of English as a foreign language (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Kormos J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. Tesol Quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129
  • Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin, Ireland: Authentik Language Learning Resources Ltd.
  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29. https://doi.org/10.2167/illt040.0
  • Littlewood, W. (1996). “Autonomy”: An autonomy and a framework. System, 24(4), 427–435.
  • Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), 123–139.
  • Liu, H. J. (2015a). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6(6), 1165–1174. https://doi.org/10.17507/jltr.0606.02
  • Liu, H. J. (2015b). Use of learning strategies by EFL learners: A study of how it relates to language proficiency and learner autonomy. International Journal of English Linguistics, 5(2), 21–35. https://doi.org/10.5539/ijel.v5n2p21
  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Nasöz, M. (2015). Turkish EFL learners’ readiness for autonomy and attitudes toward self-access center (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
  • Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51(1), 107–144.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111
  • Okay, A., & Balçıkanlı, C. (2017). The role of motivation in EFL students’ perceptions of teacher/learner responsibilities and learner abilities. Asian-Pacific Journal of Second and Foreign Language Education, 2(8). https://doi.org/10.1186/s40862-017-0032-0
  • Olivier, C. (2007). Ressources Internet, wiki et autonomie de l’apprenant. EPAL - Echanger Pour Apprendre en Ligne, Grenoble, France. Retrieved from https://hal.archives- ouvertes.fr/hal-02018223/document
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
  • Oxford, R. L. (2003). Towards a more systematic model of L2 learner autonomy. In D. Palfreyman & R.C. Smith (Eds.), In Learner autonomy across cultures: Language education perspectives (pp. 75–91). London, United Kingdom: Palgrave Macmillan.
  • Özçelik, N. (2015). Learner’s autonomy in teaching/learning French as a second foreign language. Hacettepe University Journal of Education, 30(3), 102–115.
  • Pae, T.-I. (2008). Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27(1), 5–27. https://doi.org/10.1177/0261927X07309509
  • Paiva, V. L. M. de O. (2011). Identity, motivation and autonomy in second language acquisition from the perspective of complex of complex adaptive systems. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 57–72). Bristol, United Kingdom: Multilingual matters.
  • Ryan, M. R., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Education Psychology, 25, 54–67. https://doi.org/10.1006/ceps.1999.1020
  • Toruç, D. (2013). How can we develop autonomy of students in the classroom especially in foreign languages class FFL? Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(10), 659–669. https://doi.org/10.7827/TurkishStudies.5409
  • Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao & T. Lamb (Eds), Identity, motivation and autonomy in language learning (pp. 11–24). Bristol, United Kingdom: Multilingual matters.
  • Üstünoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning. Journal of Theory and Practice in Education, 5(2), 148–169.
  • Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537.
  • Yıldırım, Ö. (2008). Turkish EFL learners’ readiness for learner autonomy. Journal of Language and Linguistic Studies, 4(1), 65–80.
Yıl 2021, , 85 - 108, 08.04.2021
https://doi.org/10.32601/ejal.911189

Öz

Kaynakça

  • Bekleyen, N., & Selimoğlu, F. (2016). Learner behaviors and perceptions of autonomous language learning. The Electronic Journal for English as a Second Language, 20(3). Retrieved from http://www.tesl-ej.org
  • Bektaş-Çetinkaya, Y., & Oruç, N. (2010). Turkish students’ motivation to learn English at public and private universities. Procedia Social and Behavioral Sciences, 2, 4662– 4666. https://doi.org/10.1016/j.sbspro.2010.03.746
  • Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15–18. Retrieved from https://pdfs.semanticscholar.org/204a/789abcd87c64f03ba72251ed89de4b116342.pdf
  • Benson, P. (2013). Teaching and researching: Autonomy in language learning (2nd ed.). Abingdon, United Kingdom: Routledge.
  • Benson, P. (2016). Language learner autonomy: Exploring teachers’ perspectives on theory and practice. In R. Barnard & J. Li (Eds.), Language learner autonomy: Teachers’ beliefs and practices in Asian contexts (pp. xxxiii–xliii). Phnom Penh, Cambodia: IDP Education Ltd.
  • Bhattacharya, A., & Chauhan, K. (2010). Augmenting learner autonomy through blogging. ELT Journal, 64(4), 376–384. https://doi.org/10.1093/elt/ccq002
  • Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices (ELT Research Paper 12–07). London, United Kingdom: British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/b459%20ELTRP%20Report%20Busaidi_final.pdf
  • Breeze, R. (2002). Attitudes towards learner autonomy among Spanish university students. Atlantis, 24(2), 23–36. Retrieved from http://www.jstor.org
  • Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101(3), 566–582. https://doi.org/10.1111/modl.12415
  • Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation & Research in Education, 16(1), 1–18. https://doi.org/10.1080/09500790208667003
  • Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195–205.
  • Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27(4), 493–513.
  • Council of Europe. (2005). Common European Framework of Reference for Languages: learning, teaching, assessment. Paris, France: Les Editions Didier.
  • Daflizar, D. (2017). Readiness for learner autonomy: An investigation into beliefs and practices of Indonesian tertiary EFL students (Doctoral thesis, University of Canberra, Canberra, Australia). https://doi.org/10.26191/fm11-9s42
  • de Burgh-Hirabe, R. (2019). Motivation to learn Japanese as a foreign language in an English speaking country: An exploratory case in New Zealand. System, 80, 95–106.
  • Dede, O. (2017). Instructors’ and students’ views on learner autonomy in university preparation classes (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.
  • Deregözü, A., & Hatipoğlu, S. (2018). An investigation on prospective German language teachers’ autonomous learning level. Journal of Language and Linguistic Studies, 14(1), 01–10.
  • Doğan, G., & Mirici, İ. H. (2017). EFL instructors’ perception and practices on learner autonomy in some Turkish universities. Journal of Language and Linguistic Studies, 13(1), 166–193.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol, United Kingdom: Multilingual Matters.
  • Dörnyei, Z. (2019). Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system. Studies in Second Language Learning and Teaching, 9(1), 19–30. https://doi.org/10.14746/ssllt.2019.9.1.2
  • Farahani, M. (2014). From spoon feeding to self-feeding: Are Iranian EFL learners ready to take charge of their own learning? Electronic Journal of Foreign Language Teaching, 11(1), 98–115.
  • Gamble, C., Wilkins, M., Aliponga, J., Koshiyama, Y., Yoshida, K., & Ando, S. (2018). Learner autonomy dimensions: What motivated and unmotivated EFL students think. Lingua Posnaniensis, 60(1), 33–47. https://doi.org/10.2478/linpo-2018-0003
  • Gao, X., & Zhang, L. J. (2011). Joining forces for synergy: Agency and metacognition as interrelated theoretical perspectives on learner autonomy. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 25–41). Bristol, United Kingdom: Multilingual matters.
  • Gardner, R. C. (2012). Integrative motivation and global language (English) acquisition in Poland. Studies in Second Language Learning and Teaching, 2(2), 215–226. https://doi.org/10.14746/ssllt.2012.2.2.5
  • Gardner, R. C., & Smythe, P. C. (1975). Second language acquisition: A social psychological approach. (Research Bulletin No. 332). Retrieved from https://files.eric.ed.gov/fulltext/ED163754.pdf
  • Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25. https://doi.org/10125/44667
  • 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.
  • Holec, H. (1979). Autonomy et apprentissage des langues etrangères. Strasbourg, France: Conseil de l’Europe.
  • Illés, É. (2012). Learner autonomy revisited. ELT Journal, 66(4), 505–513. https://doi.org/10.1093/elt/ccs044
  • Karabıyık, A. (2008). The relationship between culture of learning and Turkish university preparatory students’ readiness for learner autonomy (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
  • Khalhman, I., & Shevchenko, S. (2017). Readiness for learner autonomy of prospective teachers minoring in English. Advanced Education, 8, 65–71. https://doi.org/10.20535/2410-8286.107296
  • Koçak, A. (2003). A study on learners’ readiness for autonomous learning of English as a foreign language (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Kormos J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. Tesol Quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129
  • Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin, Ireland: Authentik Language Learning Resources Ltd.
  • Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29. https://doi.org/10.2167/illt040.0
  • Littlewood, W. (1996). “Autonomy”: An autonomy and a framework. System, 24(4), 427–435.
  • Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), 123–139.
  • Liu, H. J. (2015a). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6(6), 1165–1174. https://doi.org/10.17507/jltr.0606.02
  • Liu, H. J. (2015b). Use of learning strategies by EFL learners: A study of how it relates to language proficiency and learner autonomy. International Journal of English Linguistics, 5(2), 21–35. https://doi.org/10.5539/ijel.v5n2p21
  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Nasöz, M. (2015). Turkish EFL learners’ readiness for autonomy and attitudes toward self-access center (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
  • Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51(1), 107–144.
  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111
  • Okay, A., & Balçıkanlı, C. (2017). The role of motivation in EFL students’ perceptions of teacher/learner responsibilities and learner abilities. Asian-Pacific Journal of Second and Foreign Language Education, 2(8). https://doi.org/10.1186/s40862-017-0032-0
  • Olivier, C. (2007). Ressources Internet, wiki et autonomie de l’apprenant. EPAL - Echanger Pour Apprendre en Ligne, Grenoble, France. Retrieved from https://hal.archives- ouvertes.fr/hal-02018223/document
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
  • Oxford, R. L. (2003). Towards a more systematic model of L2 learner autonomy. In D. Palfreyman & R.C. Smith (Eds.), In Learner autonomy across cultures: Language education perspectives (pp. 75–91). London, United Kingdom: Palgrave Macmillan.
  • Özçelik, N. (2015). Learner’s autonomy in teaching/learning French as a second foreign language. Hacettepe University Journal of Education, 30(3), 102–115.
  • Pae, T.-I. (2008). Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27(1), 5–27. https://doi.org/10.1177/0261927X07309509
  • Paiva, V. L. M. de O. (2011). Identity, motivation and autonomy in second language acquisition from the perspective of complex of complex adaptive systems. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 57–72). Bristol, United Kingdom: Multilingual matters.
  • Ryan, M. R., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Education Psychology, 25, 54–67. https://doi.org/10.1006/ceps.1999.1020
  • Toruç, D. (2013). How can we develop autonomy of students in the classroom especially in foreign languages class FFL? Turkish Studies- International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(10), 659–669. https://doi.org/10.7827/TurkishStudies.5409
  • Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao & T. Lamb (Eds), Identity, motivation and autonomy in language learning (pp. 11–24). Bristol, United Kingdom: Multilingual matters.
  • Üstünoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning. Journal of Theory and Practice in Education, 5(2), 148–169.
  • Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537.
  • Yıldırım, Ö. (2008). Turkish EFL learners’ readiness for learner autonomy. Journal of Language and Linguistic Studies, 4(1), 65–80.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Meral Özkan Gürses Bu kişi benim 0000-0003-3060-1360

Yayımlanma Tarihi 8 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Özkan Gürses, M. (2021). Learner autonomy among students of French as a foreign language in a tertiary context. Eurasian Journal of Applied Linguistics, 7(1), 85-108. https://doi.org/10.32601/ejal.911189