The Relationship between Learner Autonomy Attitudes and Lifelong Learning Tendencies of Prospective English Language Teachers

Yıl 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 339 - 362, 31.01.2022

Ece Firuze Badak , Müfit Şenel

Öz

With the development of learner-centred approaches, the role of learners has gained importance in education. Furthermore, the responsibility for learning has shifted from teachers to learners. This transition led to the rise of the “learner autonomy” concept. Autonomous learners are able to take responsibility for their own learning and set learning goals regardless of time and place. Today, it is required for teachers to raise individuals who are able to plan and monitor their own learning process and who are lifelong learners to adapt to fluxional conditions in education. Accordingly, teacher training received by teachers contributes to equipping them with autonomous learning and lifelong learning skills and tendencies. Thus, the current study aims to explore the relationship between prospective English language teachers' learner autonomy attitudes and their lifelong learning tendencies in terms of gender and grade factors. 107 prospective teachers (63 girls and 44 boys) from the English Language Teaching Department participated in the study. Autonomy Learning Scale and Lifelong Learning Scale were employed for data collection. The findings of the research represented that there is a meaningful relationship between the prospective English language teachers’ learner autonomy attitudes and lifelong learning tendencies. In addition, female participants have higher scores on learner autonomy attitudes than males.

Anahtar Kelimeler

Prospective English language teachers, Learner autonomy, Lifelong learning

İngilizce Öğretmen Adaylarının Özerk Öğrenme Tutumları ile Yaşam Boyu Öğrenme Eğilimleri Arasındaki İlişki

Öz

Öğrenen merkezli yaklaşımların gelişmesiyle birlikte, eğitimde öğrenenlerin rolü önem kazanmıştır. Ayrıca, öğrenme sorumluluğu öğretmenlerden öğrencilere geçmiştir. Bu geçiş, özerk öğrenme kavramının ortaya çıkmasına neden olmuştur. Özerk öğrenenler, kendi öğrenmelerinin sorumluluğunu alabilir ve zaman ve mekândan bağımsız olarak öğrenme hedeflerini belirleyebilirler. Günümüzde öğretmenler, eğitimde değişen ve gelişen koşullara uyum sağlayabilecek, yaşam boyu öğrenebilen ve kendi öğrenme sürecini planlayan ve yönetebilen bireyler yetiştirmeyi hedeflemelidirler. Buna bağlı olarak, öğretmenler tarafından alınan öğretmen yetiştirme eğitimi, özerk öğrenme ve yaşam boyu öğrenme becerileri ve eğilimleri ile donatılmalarına katkı sağlamaktadır. Bu nedenle, mevcut çalışma İngilizce öğretmen adaylarının özerk öğrenmeye yönelik tutumları ile yaşam boyu öğrenme eğilimleri arasındaki ilişkiyi cinsiyet ve sınıf faktörleri açısından araştırmayı amaçlamaktadır. Çalışmaya, İngiliz Dili Eğitimi bölümünden 107 öğretmen adayı (63 kız ve 44 erkek) katılmıştır. Araştırmanın verilerinin toplanmasında Özerk Öğrenme Ölçeği ve Yaşam Boyu Öğrenme Ölçeği kullanılmıştır. Araştırmanın bulguları İngilizce öğretmeni adaylarının özerk öğrenmeye yönelik tutumları ile yaşam boyu öğrenme eğilimleri arasında anlamlı bir ilişki olduğunu göstermektedir. Buna ek olarak, kız öğrencilerin erkek öğrencilere kıyasla özerk öğrenme tutumlarının daha yüksek olduğu belirtilmektedir.

Anahtar Kelimeler

İngilizce öğretmen adayları, Özerk öğrenme, Yaşam boyu öğrenme

Kaynakça

• Akcaalan, M. (2016). Investigation of the relationships between lifelong learning and social-emotional learning. International Journal of Educational Research Review,1(1), 14-20.DOI: 10.24331/ijere.309957.
• Alkan M. F., & Arslan M. (2019). Learner autonomy of pre-service teachers and its associations with academic motivation and self-efficacy. Malaysian Journal of Learning and Instruction, 16(2), 75-96.
• Aslım, S., & Kocabatmaz, H. (2019). The relationship between teacher candidates’ self- efficacy levels and lifelong learning tendencies. Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi, 9(1), 179-202.
• Aşkın, İ. (2015). Üniversite öğrencilerinin öz-yönetimli öğrenme becerilerinin incelenmesi. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Aykac, M. Aslandağ, B., & Köğce, D. (2020). The examination of prospective Mathematics teachers’ perceptions of lifelong learning competencies. Journal of Computer and Education Research, 8(16), 705-719.
• Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
• Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
• Bozdag, F. (2020). Relationship between teachers' attitudes towards technology use in education and autonomy behaviors. TOJET: The Turkish Online Journal of Educational Technology, 19(3), 60-69.
• Candy, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco, CA: Jossey-Bass Publishers.
• Chan, V. (2003). Autonomous language learning: The teacher’s perspectives. Teaching in Higher Education, 8(1), 33-54.
• Çakıcı, D. (2017). An investigation of learner autonomy in Turkish EFL context. International Journal of Higher Education, 6(2), 89-99.
• Çelik, S., & Arikan, A. (2012). A qualitative study of the effectiveness of teacher education programs in preparing primary school English language teachers. Pamukkale University Faculty of Education Journal, 32(2), 77-87.
• Çetin, S., & Çetin, F. (2017). Lifelong learning tendencies of prospective teachers. Journal of Education and Practice, 8(12), 1-8.
• Coşkun, Y. D., & Demirel, M. (2012). Lifelong learning tendencies of university students. HU Journal of Education, 42, 108-120.
• Dağgöl, G. (2018). Lifelong learning: Not a 21st century, but an omnitemporal skills. International Journal of Social Humanities Sciences Research, 4(12), 1254- 1267.
• Delors, J. (1996). Learning: The treasure within report to UNESCO of the International Commission on Education for the 21st Century. UNESCO.
• Demirel, M., & Akkoyunlu, B. (2017). Prospective teachers’ lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews, 12(6), 329-337.
• Demirtaş, Z. (2018). Investigation of pre-Service teachers’ lifelong learning and communication satisfaction levels. Journal of Higher Education and Science 8(2), 327-335.
• Deregözü, A., & Hatipoğlu, S. (2018). An investigation on prospective German language teachers’ autonomous learning level. Dil ve Dilbilimi Çalışmaları Dergisi, 14(1), 1-10.
• Deveci, T., & Ayish, N. (2017). Personal responsibility and interpersonal communication skills of freshman students in a project-based course. International Journal of Social Sciences and Education Research, 14(1), 2-14.
• Dindar, H.‚ & Bayrakci, M. (2015). Factors effecting students’ lifelong learning in higher education. international. Journal on Lifelong Education and Leadership‚ 1(1), 11-20.
• Duarte, M. (2015). Learner Autonomy in Mechanical Engineering Students: Taking it further. REES2015- 6th Research in Engineering Education Symposium: Translating Research into practice, Dublin.
• Eksioğlu, F., Tarhan, S., & Gündüz, H. (2017). Yaşam boyu öğrenme eğilimleri ile özyetkinlik beklentisi ve kişilik özellikleri arasındaki ilişkinin incelenmesi. Kastamonu Eğitim Dergisi, 25(5), 1925-1940.
• Endedijk, M. D., Brekelmans, M., Sleegers, P., & Vermunt, J. D. (2016). Measuring students' self-regulated learning in professional education: Bridging the gap between event and aptitude measurements. Quality & Quantity: International Journal of Methodology, 50(5), 2141–2164.
• Ekin, Ş., & Balcikanli, C. (2019). Does autonomy really matter in language learning? Journal of Language and Education, 5(4), 98-111.
• Fauizi, P.(2020). Exploring EFL student teachers readiness and gender differences of learner autonomy. Bulletin the National Academy of Sciences of the Republic of Kazakhstan, 1(383), 288 – 299.
• Gavrilyuk, O. (2015). Autonomy as a core value of lifelong learning. Humanities & Social Sciences, 11(8) 2283-2290.
• Gencel, İ. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Eğitim ve Bilim, 38(170), 239-254.
• Greveson, G.C., & Spencer J. A. (2005). Self-directed learning- the importance of concepts and contexts. Medical Education, 39, 348-349.
• Göçmez, L. (2014). Distance foreign language learners' learning beliefs and readiness for autonomous learning. Unpublished Postgraduate Thesis. Gazi University, Educational Science Institution, Ankara.
• Güngör, H. F. (2007). Avrupa birliği için yaşam boyu öğrenim temel yeterlikleri ve bu yeterliklerden “yabancı dillerde iletişim bağlamında Türkiye’nin durumu. Yayınlanmamış Yüksek lisans Tezi. Dokuz Eylül Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
• Hanbay, O. (2013). The autonomous learning level of the Anatolian high school students in German as a second foreign language. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(4), 271-280.
• Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon Press.
• Kaplan, A. (2016). Lifelong Learning: Conclusions from a literature review. International Online Journal of Primary Education 5(1), 43-50.
• Kırmızı, Ö, & Kıraç, K. (2018). A comparative study of autonomy in terms of gender and learning contexts. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 22(3), 2955-2967.
• Kirby, J., Knapper, C., Lamon, P., & Egnatoff, W. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong, 3(29), 291-302.
• Knapper, C., Cropley, A. J., & Knapper, C. (2000). Lifelong learning in higher education. London: Kogan Page.
• Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin: Authentik.
• Lüftenegger, M., Schober, B., Van de Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal - do autonomy and self-regulation in school result in well-prepared pupils? Learning and Instruction, 22, 27- 36.
• Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35(3), 351-359.
• Mardjuki, M. (2018). Learner Autonomy: Gender-based perception among EFL Indonesian students. Indonesian Journal of EFL and Linguistics, 3(1), 1-17.
• Nacaroğlu, O., & Kızkapan, Ö.(2020). Investigation of gifted students’ science laboratory academic risk-taking tendencies and science learning orientations in terms of some variables. Open Journal for Educational Research, 2020, 4(1), 15-30.
• Ng, S. F., Confessore, G. J., Yusoff, Z., Aziz, N. A. A., & Lajis, N. M. (2011). Learner autonomy and academic performance among undergraduate students. International Journal of Social Sciences and Education, 1(4), 669-679.
• Oğuz, A, (2014). The relationship between educational beliefs and learner autonomy support behaviors of teachers. Turkish Journal of Educational Studies, 1 (1), 22 - 50.
• Oral, B., Yazar, T., (2015), Öğretmen adaylarının yaşam boyu öğrenmeye ilişkin algılarının çeşitli değişkenlere göre incelenmesi, Elektronik Sosyal Bilimler Dergisi,14 (52), 1-11.
• O’Reilly, E. N. (2014). Correlations among perceived autonomy support, intrinsic motivation, and learning outcomes in an intensive foreign language program. Theory and Practice in Language Studies, 4(7), 1313-1318.
• Özcan, D. (2011). Evaluation of 4th and 5th Classes Teachers’ Competence Perceptions towards Lifelong Learning. International Journal of Learning and Teaching, 3(1), 1-9.
• Öz, E., & Şen, H. Ş. (2021). The effect of self-regulated learning on students’ lifelong learning and critical thinking tendencies. Elektronik Sosyal Bilimler Dergisi , 20 (78) , 934-960.
• Öztürk, G. (2019). Fostering learner autonomy Among pre-service EFL teachers: A mixed-method study. International Journal of Educational Psychology, 8(3), 298-316.
• Recepoğlu, S. (2021). Sosyal bilgiler öğretmen adaylarının yaşam boyu öğrenme eğilimleri ile öz-yönetimli öğrenme becerileri arasındaki ilişkinin incelenmesi. GEFAD, 41(1), 551-569.
• Pan, Y., & Gauvain, M. (2012). The continuity of college students’ autonomous learning motivation and its predictors: A three-year longitudinal study. Learning and Individual Differences, 22(1), 92–99
• Şahin, M., Akbaşlı, S., & Yelken, T. (2010). Key competences for lifelong learning: The case of prospective teachers. Educational Research and Review 5(10), 545-556.
• Sarıtepeci, M. & Orak, C. (2019). Lifelong learning tendencies of prospective teachers: Investigation of self-directed learning, thinking styles, ICT usage status and demographic variables as predictors. Bartın Üniversitesi Eğitim Fakültesi Dergisi 8(3), 904-927.
• Savuran, Y. (2014). Lifelong learning competencies of prospective English language teachers in comparison with their mentors. Unpublished Master’s Thesis. Hacettepe University, Institute of Educational Sciences, Ankara.
• Sert, N., Adamson, J., & Büyüköztürk, Ş. (2012). Türk ergenlerde özerklik ve Avrupa Dil Gelişim Dosyası kullanımı, Eğitim ve Bilim. 37(166), 129-140. Spencer, J. A., & Jordan, R. K. (1999). Learner centered approaches in medical education. British Medical Journal, 318 (7193), 1280-1283.
• Taranto, D., & Buchanan, M. (2020). Sustaining lifelong learning: A self-regulated learning (SRL) approach. Discourse and Communication for Sustainable Education, 11(1), 5-15.
• Tudor, I. (1993). Teacher roles in the learner-centered classroom. Oxford: Oxford University Press.
• 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.
• Varol, B., & Yilmaz, S. (2010). Similarities and differences between female and male learners: Inside and outside class autonomous language learning activities. Procedia – Social and Behavioral Sciences, 3(1), 273–274.
• Yılmaz, M. (2016). Öğretmenlerin yaşam boyu öğrenme eğilimlerinin incelenmesi. Mustafa Kemal University Journal of Institution of Social Sciences, 13(35), 253- 262.
• Yılmaz, R., & Yılmaz, G. (2019). Öğretmen adaylarının hayat boyu öğrenme eğilimleri ile kendi kendine öğrenme hazır bulunuşluklarının incelenmesi. 11th International Euroasian Educational Research Congress, Ankara.
• Yiğit, G., & Yıldırım, O. (2018). Perceptions of ELT students related to learner autonomy in language learning. International Journal of Higher Education 7(4), 76-89.
• Yurdakul, C. (2016). An investigation of the relationship between autonomous learning and lifelong learning. International Journal of Educational Research Review 2(1), 15-20.