EFL Teachers’ Perceptions on Learner Autonomy

Öz

Learner autonomy is the ability to take charge of one's own learning, have the capacity for detachment, critical reflection, decision making, and independent action. There have been studies conducted on learner autonomy at university level but not at the secondary school level. The present mixed type research was aimed to explore secondary school EFL teachers' perceptions about what learner autonomy is, and what their role in promoting learner autonomy, desirability and feasibility of learner autonomy is. The participants were selected by purposive sampling method. A questionnaire and a structured interview, which were designed by Al-Busaidi (2012) were adopted and implemented. The data collected from the questionnaire was analyzed with SPSS software and the data collected through structured interviews was exposed to qualitative thematic analyses. The results reveal that one of the biggest challenges in implementing learner autonomy is students’ lack of motivation, interest, and reluctance to take responsibility of their learning. It is also confirmed that there is a strong correlation between the motivation and learner autonomy both of which trigger the development of each other.

Anahtar Kelimeler

• Learner autonomy
• perceptions
• feasibility
• EFL teachers

EFL Teachers’ Perceptions on Learner Autonomy

Öz

Learner autonomy is the ability to take charge of one's own learning, have the capacity for detachment, critical reflection, decision making, and independent action. There have been studies conducted on learner autonomy at university level but not at the secondary school level. This mixed type research was aimed to explore secondary school EFL teachers' perceptions about what learner autonomy is, what the teachers’ role in promoting learner autonomy, desirability and feasibility of learner autonomy is. The participants were selected by purposive sampling method. A questionnaire and a structured interview, which were designed by Al-Busaidi (2012) was adopted and implemented. The data collected from the questionnaire were analyzed with SPSS 26.0 software and the data collected through structured interviews was exposed to qualitative thematic analyses. The results reveal that one of the biggest challenges in implementing learner autonomy is students’ lack of motivation, interest, and reluctance to take responsibility of their learning. It is also confirmed that there is a strong correlation between the motivation and learner autonomy both of which trigger the development of each other.

Anahtar Kelimeler

• Learner autonomy
• perceptions
• feasibility
• desirability
• EFL teachers

Kaynakça

1. Al Asmari, A. (2013). Practices and prospects of learner autonomy: Teachers’ perceptions. English Language Teaching, 6(3), 1-10.
2. Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. ELT Research Paper 12-07. London: British Council.
3. Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
4. Candy, P.C. (1991). Self-direction for lifelong learning. San Francisco: Jossey Bass.
5. Çakici, D. (2015). Autonomy in Language Teaching and Learning Process. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 16. 10.17679/iuefd.16168538.
6. Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (Fourth Ed.). Boston: Pearson Education.
7. Dickinson, L. (1987) Self-instruction in language learning. Cambridge: Cambridge University Press.
8. 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. Retrieved from https://dergipark.org.tr/tr/pub/jlls/issue/36109/405456

9. Ho, J. & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235.43.
10. Holec, H. (1981) Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.
11. Inozu, J. (2011). Developing learner autonomy in the language class in Turkey: Voices from the classroom. Asia Pacific Educational Review, 12(4), 523-541.
12. Kemper, E.A., Stringfield, S. & Teddlie, C. (2003). Mixed methods sampling strategies in social science research. In: Tashakkori, A. & Teddlie, C. (Eds). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage, pp. 273-296.
13. Little, D. (1991). Learner Autonomy 1: Definitions. Issues and Problems. Authentik, Dublin.
14. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182.
15. Little, D. (2004, March). Learner autonomy, teacher autonomy and the European Language Portfolio. Paper presented in UNTELE, Universite de Compiegne, Compiegne, France.
16. Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson and P. Voller (Eds.), Autonomy and Independence in Language Learning (pp.192-203). London: Longman.
17. O’Donnell, S. L, Chang, K. B. & Miller, K. S. (2013). Relations among Autonomy, Attribution Style, and Happiness in College Students. College Student Journal, 47(1), 228-234.
18. Railton, D., & Watson, P. (2005). Teaching autonomy: ‘Reading groups’ and the development of autonomous learning practices. Active Learning in Higher Education, 6(3), 182–193. https://doi.org/10.1177/1469787405057665
19. Rebenius, I. (2003). Discussing learner autonomy. Paper presented at the Canadian conference on developing autonomy in the FL classroom. Tenerife, Spain: The University of La Laguna.