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

Öz

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.

Anahtar Kelimeler

• 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

Kaynakça

1. Abdel Razeq, A. A. (2014). University EFL learners’ perceptions of their autonomous learning responsibilities and abilities. RELC Journal, 45(3), 321-336. doi: 10.1177/0033688214547035
2. Agadzhanova, R. (2020). The importance of students’ autonomous learning ability. Pedagogy and Psychology in the Modern World: Theoretical and Practical Aspects, 4-14. doi: 10.25313/pp2020-1
3. Aprianti, F. (2018). Teaching as a lifelong learning: EFL teachers’ perceptions. Concept: Community Concern for English Pedagogy and Teaching, 4(2), 75-90.
4. Azin, N., Biria, R., & Ameri Golestan, A. (2018). Iranian EFL instructors’ perceptions and practices concerning learner autonomy. Journal of Modern Research in English Language Studies, 5(3), 97-73. doi: 10.30479/jmrels.2019.10530.1318
5. Badak, E. F., & Şenel, M. (2022). The relationship between learner autonomy attitudes and lifelong learning tendencies of prospective English language teachers. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1(1), 339-362.
6. Benson, P. (2007). Autonomy and its role in learning. In: Cummins, J., Davison, C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_48
7. Balçıkanlı, C. (2008). Learner autonomy (LA) in EFL settings. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 28(3), 1-16.
8. Begum, J. (2019). Learner autonomy in EFL/ESL classrooms in Bangladesh: teachers' perceptions and practices. International Journal of Language Education, 3(1), 12-21.

9. Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. ELT journal, 12(7), 1-45.
10. Brooks, R., & Everett, G. (2008). The impact of higher education on lifelong learning. International Journal of Lifelong Education, 27(3), 239-254.
11. Cabugsa, D. J. (2022). Pre-service teachers’ autonomy in English language learning. Saudi Journal of Language Studies, 2(2), 107-127. doi: 10.1108/SJLS-03-2022-0025
12. Chakim, N., Widiati, U., & Prayogo, J. A. (2022). Indonesian teachers’ beliefs about fostering learner autonomy in the secondary school EFL classroom. International Journal of Early Childhood, 14(02), 92-99.
13. Chang, L. Y. H. (2020). Taiwanese EFL Language Teachers' Beliefs and Actual Practices Related to Learner Autonomy. TESL-EJ, 23(4), 1-15.
14. Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT journal, 54(2), 109-117.
15. Cremers, P.H.M., Wals, A.E.J., Wesselink, R., Nieveen, N. & Mulder, M. (2014). Self-directed lifelong learning in hybrid learning configurations, International Journal of Lifelong Education, 33(2), 207-232. doi: 10.1080/02601370.2013.838704
16. Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, Professional Teaching Articles, 1-23.
17. Daflizar, Sulistiyo, U., & Kamil, D. (2022). language learning strategies and learner autonomy: the case of Indonesian tertiary EFL students. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 257-281.
18. Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press
19. Diker Coşkun, Y. & Demirel, M. (2010). Lifelong learning tendency scale: the study of validity and reliability. Procedia Social and Behavioral Sciences 5, 2343–2350.
20. D’mello, S. (2022) Active learning: an effective metacognitive strategy for language acquisition. International Journal of English Language Teaching, 10(2), 45-52.
21. Elaldi, S. (2015). Investigating lifelong learning dispositions of students studying English language and literature in terms of different variables. Educational Research and Reviews, 10(16), 2340-2351. doi: 10.5897/ERR2015.2385
22. Er, M., Altunay, U., & Yurdabakan, I. (2012). The effects of active learning on foreign language self-concept and reading comprehension achievement. International Journal on New Trends in Education & their Implications (IJONTE), 3(4), 43-58.
23. Erdoğan, D. G., & Arsal, Z. (2016). The development of lifelong learning trends scale (LLLTS). Sakarya University Journal of Education, 6(1), 114-122. doi: http://dx.doi.org/10.19126/suje.32361
24. Farahi, P. (2015). Teachers' and students' perceptions of learner autonomy in the elt department at Eastern Mediterranean University. Master's thesis, Eastern Mediterranean University (EMU)
25. Fazey, D. M., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361.
26. Field, J. (2005). Social capital and lifelong learning. Bristol: Policy Press.
27. Garipagaoglu, B. C. (2013). The effect of self-efficacy on the lifelong learning tendencies of Computer Education and Instructional Technologies students: A case study. Journal of Human Sciences, 10(1), 224-236.
28. Gavrilyuk, O. A. (2015). Autonomy as a core value of lifelong learning. Journal of Siberian Federal University. Humanities & Social Sciences, 11, 2283-2290. doi: 10.17516/1997-1370-2015-8-11-2283-2290.
29. Gocić, M. S., & Jankovic, A. (2021). Investigating learner autonomy of EFL and ESP students at the tertiary level: cross-sectional study. Journal of Teaching English for Specific and Academic Purposes, 9(4), 601-610. https://doi.org/10.22190/JTESAP2104601S
30. Gökgöz, B. (2008). An investigation of learner autonomy and strategies for coping with speaking problems in relation to success in English speaking classes. Master's thesis, Middle East Technical University, Ankara, Turkey.
31. Güven, Z. Z. (2020). Lifelong learning skills in higher education: a case study based on the students' views. Turquoise International Journal of Educational Research and Social Studies, 2(2), 20-30.
32. Holec. H (1981). Autonomy in foreign language learning. Oxford: Pergamon
33. Huyen, P. N., & Cang, N. T. (2021). Developing EFL learners' autonomy in speaking English: an investigation into students' practice at a university in the Mekong delta, Vietnam. European Journal of English Language Teaching, 6(6), 242-265. doi: 10.46827/ejel.v6i6.4039
34. Iamudom, T., & Tangkiengsirisin, S. (2020). a comparison study of learner autonomy and language learning strategies among Thai EFL learners. International Journal of Instruction, 13(2), 199-212.
35. Inez, D. F. (2006). How to become a succesful language learner: learner autonomy, styles and strategies revisited. Dil Dergisi, 133, 29-60.
36. Janah, K. E. N., Retnaningdyah, P., & Mustofa, A. (2022). Graduate students’ perceptions and practices on the use of ICT for promoting learning autonomy. ELT Worldwide: Journal of English Language Teaching, 9(1), 148-161. https://doi.org/10.26858/eltww.v9i1.27294
37. Kind, T., & Evans, Y. (2015). Social media for lifelong learning. International Review of Psychiatry, 27(2), 124-132. https://doi.org/10.3109/09540261.2014.990421
38. Kocar, E. (2020). Exploring applicability of learner autonomy in Turkish EFL classrooms: how is learner autonomy perceived and practised in Turkish EFL classrooms at high school level?. Doctoral dissertation, University of Glasgow.
39. Lee, W.O. (2014). Lifelong learning and learning to learn: An enabler of new voices for the new times. International Review of Education, 60, 463–479. doi: 10.1007/s11159-014-9443-z
40. Litte, D. (1991). Learner autonomy: definitions, issues and problems. Authentik Language Learning Resources, Dublin.
41. Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24(4), 427-435.
42. Longworth, N. (2003). Lifelong learning in action: Transforming education in the 21th century. United States of America: Kogan Page
43. Mati, A., Gatumu, J. C., & Chandi, J. R. (2016). Students' involvement in decision making and their academic performance in Embu West Sub-County of Kenya. Universal Journal of Educational Research, 4(10), 2300-2304. doi: 10.13189/ujer.2016.041008
44. Mansooji, H., & Ghaleshahzari, A. (2022). EFL learner autonomy: Iranian University instructors’ beliefs vs. actual practices. MEXTESOL Journal, 46(1), 1-16.
45. Martin Celis, Y. M., & Cárdenas, M. L. (2014). Promoting adolescent EFL students' decision-making through work plans gathered in their portfolios. Folios, 39, 89-105.
46. McCombs, B. L. (1991). Motivation and lifelong learning. Educational psychologist, 26(2), 117-127.
47. Melvina, M., & Julia, J. (2021). Learner autonomy and English proficiency of Indonesian undergraduate students. Cypriot Journal of Educational Science. 16(2), 803-818. https://doi.org/10.18844/cjes.v16i2.5677
48. Milic, S. (2013). The twenty-first century university and the concept of lifelong learning. Australian Journal of Adult Learning, 53(1), 151-170.
49. Mouzakitis, G. S., & Tuncay, N. (2011). E-learning and lifelong learning. Turkish Online Journal of Distance Education, 12(1), 166-173.
50. Myartawan, I. P. N. W., Latief, M. A., & Suharmanto, S. (2013). The correlation between learner autonomy and English proficiency of Indonesian EFL college learners. Teflin Journal, 24(1), 63-81.
51. Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25(5), 4041-4055. doi: https://doi.org/10.1007/s10639-020-10167-7
52. Najeeb, S. S. (2013). Learner autonomy in language learning. Procedia-Social and Behavioral Sciences, 70, 1238-1242. doi: 10.1016/j.sbspro.2013.01.183
53. Navidinia, H. (2021). EFL teachers as lifelong learners: Rethinking the link between teacher evaluation and in-service professional development. International Journal of Language Studies, 15(3), 107-126.
54. Nguyen, L. T. C. (2012). Learner autonomy in language learning: How to measure it rigorously. New Zealand Studies in Applied Linguistics, 18(1), 52-67.
55. Norman, M., & Hyland, T. (2003). The role of confidence in lifelong learning. Educational studies, 29(2-3), 261-272.
56. Orakci, S., & Gelisli, Y. (2017). Learner autonomy scale: A scale development study. Malaysian Online Journal of Educational Sciences, 5(4), 25-35.
57. Orawiwatnakul, W., & Wichadee, S. (2017). An investigation of undergraduate students' beliefs about autonomous language learning. International Journal of Instruction, 10(1), 117-132.
58. Öz, E. (2022). The impact of gender differences on lifelong learning tendencies in Turkey: a meta-analysis. SAGE Open, 12(2), 1-15. doi: d0o.i.1o1rg7/71/02.1157872/241450824241029291509298
59. Palacios-Hidalgo, F. J., Huertas-Abril, C. A., & Gómez-Parra, M. E. (2020). EFL teachers' perceptions on the potential of MOOCs for lifelong learning. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 15(4), 1-17.
60. Parvaneh, H., Zoghi, M., & Asadi, N. (2022). Effect of the flipped classroom approach and language proficiency on learner autonomy and foreign language anxiety. International Journal of Foreign Language Teaching and Research, 10(41), 77-88. doi: 10.30495/JFL.2022.689316
61. Pichugova, I. L., Stepura, S. N., & Pravosudov, M. M. (2016). Issues of promoting learner autonomy in EFL context. In SHS Web of Conferences (Vol. 28, p. 01081). EDP Sciences. doi: 10.1051/shsconf/20162801081 Saeed, M. A. (2021). Learner autonomy: learners’ perceptions on strategies to achieve autonomy in an EFL classroom. International Journal of Linguistics, Literature and Translation, 4(3), 150-158. https://doi.org/10.32996/ijllt.2021.4.3.17
62. Sang, Y. & Hiver, P. (2021). 2 Engagement and Companion Constructs in Language Learning: Conceptualizing Learners’ Involvement in the L2 Classroom. In P. Hiver, A. Al-Hoorie & S. Mercer (Ed.), Student Engagement in the Language Classroom (pp. 17-37). Bristol, Blue Ridge Summit: Multilingual Matters. doi: https://doi.org/10.21832/9781788923613-005
63. Scharle, A. & Szabo, A. (2005). Learner Autonomy, A guide to developing learner responsibility. United Kingdom: Cambridge University press.
64. Schuetze, H., & Slowey, M. (2013). Higher Education and Lifelong Learning: International Perspectives on Change. Routledge.
65. Şen, N., & Yildiz Durak, H. (2022). Examining the relationships between English teachers’ lifelong learning tendencies with professional competencies and technology integrating self-efficacy. Education and Information Technologies, 1-36. https://doi.org/10.1007/s10639-021-10867-8
66. Tanyeli, N., & Kuter, S. (2013). Examining learner autonomy in foreign language learning and instruction. Egitim Arastirmalari-Eurasian Journal of Educational Research, 53/A, 19-36.
67. Tilfarlioglu, F. Y., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFLcClassrooms (a case study). Theory & Practice in Language Studies, 1(10), 1284-1294.
68. Tran, T. Q. (2020). EFL students' attitudes towards learner autonomy in English vocabulary learning. English Language Teaching Educational Journal, 3(2), 86-94.
69. Tuan, D. M. (2021). Learner autonomy in English language learning: Vietnamese EFL learners’ perceptions and practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317. doi: https://doi.org/10.17509/ijal.v11i2.29605
70. Ünal, S., Çeliköz, N., & Sari, I. (2017). EFL proficiency in language learning and learner autonomy perceptions of Turkish learners. Journal of Education and Practice, 8(11), 117-122.
71. Üstünlüoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning?. Journal of Theory & Practice in Education (JTPE), 5(2), 148-169.
72. Vázquez, B. M. (2016). Learner autonomy as a defensible educational goal in modern language education. VERBEIA. Revista de Estudios Filológicos. Journal of English and Spanish Studies, 2(1), 90-106.
73. Yildirim, Ö. (2008). Turkish EFL learners’ readiness for learner autonomy. Journal of Language and Linguistic Studies, 4(1), 65-80.
74. Yurdakul, C. (2017). An investigation of the relationship between autonomous learning and lifelong learning. International Journal of Educational research review, 2(1), 15-20.
75. Zohud, N. W. I. (2015). Teaching strategies and their role on students’ engagement in learning English, Doctoral dissertation, An-Najah National University, Nablus, Palestine.