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FOSTERING LEARNER AUTONOMY IN EFL CLASSROOMS

Yıl 2008, Cilt: 16 Sayı: 1, 277 - 284, 01.03.2008

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.

Kaynakça

  • 1. Knowles, M. (1980). The modern practice of adult education: from pedagogy to andragogy. Chicago: Follet.
  • 2. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon Press.
  • 3. Holden, B. and Usuki, M. (1999). Learner Autonomy in Language Learning: A Preliminary Investigation. Bulletin of Hokuriku University. 23(2). 191-203
  • 4. Kucuroğlu, Ç. (1997). The Effects of Direct Formative Testing on Learner Performance and the Development of Learner Autonomy. Unpublished Master’s thesis. METU, Ankara..
  • 5. Sancar, I. (2001). Learner Autonomy: A Profile of Teacher Trainees in Pre-service Teacher Education. Unpublished Master’s thesis. Uludağ University, Bursa.
  • 6. Egel, İ. P. (2003). The Impact of the European Language Portfolio on the Learner Autonomy of Turkish Primary School Students. Unpublished Doctoral Dissertation. Anadolu University, Eskişehir.
  • 7. Koçak, A. (2003). A Study on Learners’ Readiness for Autonomous Learning of English as a Foreign Language. Unpublished Master’s thesis, METU, Ankara.
  • 8. Tayar, A. B. (2003). A Survey on Learner Autonomy and Motivation in ESP in a Turkish context. Unpublished Master’s thesis. Uludağ University, Bursa.
  • 9. Yıldırım, Ö. (2005). ELT Student's Perceptions and Behavior Related to Learner Autonomy as Learners and Future Teachers. Unpublished Master’s Thesis, Anadolu University, Eskişehir.
  • 10. Şahin, İ. (2005). The Role of Metacognitive Strategies in Promoting Learner Autonomy: A Case Study at the ELT Department. Unpublished Master’s Thesis. Gazi University, Ankara.
  • 11. Özdere, M. (2005). State-supported Provincial University English Language Instructors’ Attitudes towards Learner Autonomy. Unpublished Master’s thesis. Bilkent University, Ankara.
  • 12. Camilleri, G. (1997). Learner Autonomy: The Teachers’ View. ww.ecml.at/ documents/pubCamilleriG_E.. (2005, August 23,)
  • 13. Demirel, Ö. (2002). Yabancı Dlde Öğrenen Özerkliği. Milli Eğitim Dergisi. 155-156, 76-88.
  • 14. Lee, I. (1998). Supporting Greater Autonomy in Language Learning. http://eltj.oxfordjournals.org/cgi/reprint/52/4/282. (2006, June 21)
  • 15. Cotteral, S. (1999). Key variables in language learning: What do learners believe about them? System, 2(4), 493-513. 16. McGarry, D. (1995). Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik.
  • 17. Gardner, D and Miller, L. (1999). Establishing Self-Access: from theory to practice. Cambridge: Cambridge University Press.
  • 18. Genesee, F. and Upshur, J. A. (1996). Classroom-Based Evaluation in Second Language Education. UK: Cambridge University Press.
  • 19. Harmer, J. (2001). The Practice of English Language Teaching. (3rd Edition). China: Pearson Education Limited.
  • 20. Little, D. (1990). Autonomy in Language Learning. Autonomy in Language Learning. I. Gathercole (Ed), (7-15). London: CILT.
  • 21. Hiemstra, R. (1994). Self-directed Learning. The International Encyclopedia of Education (2nd edition). T. Husen and T. N. Postlethwaite (eds.). Oxford: Pergamon Press.
  • 22. Wlodkowski, R. J. (1999). Enhancing Adult Motivation to Learn. Jossey-Bass Publishers, San Francisco, CA.
  • 23. Scharle, A. and Szabo, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press.
  • 24. Kavaliauskienë, G. (2002). Three activities to promote learner autonomy. http://iteslj.org/Techniques/Kavaliauskiene-Autonomy.html (2006, August 10)

İNGİLİZCE’NİN YABANCI DİL OLARAK ÖĞRETİLDİĞİ SINIFLARDA ÖĞRENEN ÖZERKLİĞİNİ ARTTIRMAK

Yıl 2008, Cilt: 16 Sayı: 1, 277 - 284, 01.03.2008

Öz

Bu çalışmanın amacı aktiviteler kullanılarak Gazi Üniversitesi Hazırlık öğrencilerinde öğrenen özerkliğini arttırmaktır. Bu amaca ulaşmak için yirmi kişilik deney ve kontrol grubu rasgele seçilen iki sınıftan oluşturulmuştur. Gruplar, Gazi Üniversitesi’nin çeşitli fakültelerinde okuyan ve İngilizce eğitim alan öğrencilerden oluşmaktadır. Uygulamaya başlamadan önce, üç bölümden oluşan Öğrenen Özerkliği Anketi öğrencilerin olası özerklik durumlarını belirlemek amacıyla öğrencilere verilmiştir.Deney grubuna özerklik uygulamasıyla eğitim verilirken, kontrol grubu değişiklik olmaksızın eğitimine devam etmiştir. 12 haftalık uygulamadan sonra, aynı anket öğrencilere bir kez daha verilmiş ve her iki gruptan elde edilen sonuçlar, gruplar arasında bir farklılığın olup olmadığını belirlemek için çiftli örnek t ve öğrenci t testi kullanılarak incelenmiştir. Bu aşamanın sonunda, istatistiksel sonuçlar değerlendirilmiş ve yorumlanmıştır. Sonuçlar deney grubundaki öğrencilerin birkaç istisna dışında kontrol grubundakilerden daha yüksek puanlar aldığını ve kontrol grubundan daha fazla bir özerkliğe sahip olduğunu göstermiştir.Bu sonuçlar ışığında, İngilizce’nin yabancı dil olarak öğretildiği sınıflarda öğrenen özerkliğini artırmak için, üniversitelerde uygulanan hazırlık müfredatlarının özerklik ilkelerini temel alarak yeniden düzenlenmesi, okutulmakta olan ders kitaplarının özerkliği destekler nitelikte olup olmadığı konusunda değerlendirilmesi, üniversitelerde görev yapmakta olan okutmanların öğrenen özerkliği konusunda bilgilendirilmek için hizmet içi eğitime alınmasının kaçınılmaz olduğu ve öğrencilerin kendi başlarına daha etkili bir şekilde çalışmalarına olanak tanıyacak çalışma odalarının düzenlenmesi gibi önerilerde bulunulmuştur.

Kaynakça

  • 1. Knowles, M. (1980). The modern practice of adult education: from pedagogy to andragogy. Chicago: Follet.
  • 2. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon Press.
  • 3. Holden, B. and Usuki, M. (1999). Learner Autonomy in Language Learning: A Preliminary Investigation. Bulletin of Hokuriku University. 23(2). 191-203
  • 4. Kucuroğlu, Ç. (1997). The Effects of Direct Formative Testing on Learner Performance and the Development of Learner Autonomy. Unpublished Master’s thesis. METU, Ankara..
  • 5. Sancar, I. (2001). Learner Autonomy: A Profile of Teacher Trainees in Pre-service Teacher Education. Unpublished Master’s thesis. Uludağ University, Bursa.
  • 6. Egel, İ. P. (2003). The Impact of the European Language Portfolio on the Learner Autonomy of Turkish Primary School Students. Unpublished Doctoral Dissertation. Anadolu University, Eskişehir.
  • 7. Koçak, A. (2003). A Study on Learners’ Readiness for Autonomous Learning of English as a Foreign Language. Unpublished Master’s thesis, METU, Ankara.
  • 8. Tayar, A. B. (2003). A Survey on Learner Autonomy and Motivation in ESP in a Turkish context. Unpublished Master’s thesis. Uludağ University, Bursa.
  • 9. Yıldırım, Ö. (2005). ELT Student's Perceptions and Behavior Related to Learner Autonomy as Learners and Future Teachers. Unpublished Master’s Thesis, Anadolu University, Eskişehir.
  • 10. Şahin, İ. (2005). The Role of Metacognitive Strategies in Promoting Learner Autonomy: A Case Study at the ELT Department. Unpublished Master’s Thesis. Gazi University, Ankara.
  • 11. Özdere, M. (2005). State-supported Provincial University English Language Instructors’ Attitudes towards Learner Autonomy. Unpublished Master’s thesis. Bilkent University, Ankara.
  • 12. Camilleri, G. (1997). Learner Autonomy: The Teachers’ View. ww.ecml.at/ documents/pubCamilleriG_E.. (2005, August 23,)
  • 13. Demirel, Ö. (2002). Yabancı Dlde Öğrenen Özerkliği. Milli Eğitim Dergisi. 155-156, 76-88.
  • 14. Lee, I. (1998). Supporting Greater Autonomy in Language Learning. http://eltj.oxfordjournals.org/cgi/reprint/52/4/282. (2006, June 21)
  • 15. Cotteral, S. (1999). Key variables in language learning: What do learners believe about them? System, 2(4), 493-513. 16. McGarry, D. (1995). Learner Autonomy 4: The Role of Authentic Texts. Dublin: Authentik.
  • 17. Gardner, D and Miller, L. (1999). Establishing Self-Access: from theory to practice. Cambridge: Cambridge University Press.
  • 18. Genesee, F. and Upshur, J. A. (1996). Classroom-Based Evaluation in Second Language Education. UK: Cambridge University Press.
  • 19. Harmer, J. (2001). The Practice of English Language Teaching. (3rd Edition). China: Pearson Education Limited.
  • 20. Little, D. (1990). Autonomy in Language Learning. Autonomy in Language Learning. I. Gathercole (Ed), (7-15). London: CILT.
  • 21. Hiemstra, R. (1994). Self-directed Learning. The International Encyclopedia of Education (2nd edition). T. Husen and T. N. Postlethwaite (eds.). Oxford: Pergamon Press.
  • 22. Wlodkowski, R. J. (1999). Enhancing Adult Motivation to Learn. Jossey-Bass Publishers, San Francisco, CA.
  • 23. Scharle, A. and Szabo, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press.
  • 24. Kavaliauskienë, G. (2002). Three activities to promote learner autonomy. http://iteslj.org/Techniques/Kavaliauskiene-Autonomy.html (2006, August 10)
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Cem Balçıkanlı Bu kişi benim

Yayımlanma Tarihi 1 Mart 2008
Yayımlandığı Sayı Yıl 2008 Cilt: 16 Sayı: 1

Kaynak Göster

APA Balçıkanlı, C. (2008). FOSTERING LEARNER AUTONOMY IN EFL CLASSROOMS. Kastamonu Education Journal, 16(1), 277-284.