FOSTERING LEARNER AUTONOMY IN EFL CLASSROOMS
Öz
This study aims to foster learner autonomy through the activities to be exploited at Preparatory School, Gazi University. In order to attain this goal, two classes were selected randomly, each of which consists of twenty learners studying English from various faculties at Gazi University, as experimental and control group. Prior to the implementation phase, Learner Autonomy Questionnaire, made up of three parts, was administered to both groups so as to reveal possible levels of autonomy they possessed. Whereas the experimental group was instructed in the autonomy implementation, the control group continued their education without any modification. After the 12-week implementation process, the same questionnaire was administered to both groups once again. The results from both groups were gathered and analyzed by the use of student and paired sample t-test to demonstrate whether any change would exist between the groups. At the end of this process, the statistical results were analyzed and interpreted. The results displayed that the learners in the experimental group scored higher than those in the control group, and showed a strong tendency towards autonomy than the control group did with a few exceptions. In the light of these results, syllabuses of the preparatory schools should be redesigned in accordance with the principles of learner autonomy, the course books to be followed at preparatory schools should be assessed whether they encourage autonomy or not, some in-service training should be fulfilled and finally self-access rooms should be developed in order that the learners may have the opportunity to study there on their own far more effectively.
Anahtar Kelimeler
Learner Autonomy, EFL, Autonomous Activities, Preparatory School.
Kaynakça
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