Theory and Practice in Education

Information For Authors

5. Internatıonal Contemporary Education Research Congress

Interested in submitting to this conference? We recommend that you review the About the Conference page for the conference's policies, and visit the Conference Homepage to find out what conferences are coming up.

Abstract Template: 250-350 words; title with capital letters; title, name, e-mail address, city and country below the abstract title; single paragraph, no paragraph indenting; no sub-headings; key words: 3- 5 words; no references required; 12-point font size.

IN-SERVICE TEACHERS’ PERCEPTIONS AND PRACTICES ON LEARNER AUTONOMY: MUĞLA CASE

Assist. Prof. Dr. Sabriye ŞENER, Muğla Sıtkı Koçman Üniversitesi, sabriyesener@mu.edu.tr

Ayten ÇOKÇALIŞKAN , Öğretmen, Milli Eğitim Bakanlığı, aytencokcaliskan@hotmail.com

 

ABSTRACT

Learner autonomy means the ability to take responsibility for one’s own learning. Recently, autonomy has gained importance for both learners and teachers because if learners take control of their own learning, the learning process, will probably be more influential and efficacious. That means, learners will be more focused, motivated and willing to learn. Many researchers claim that learner autonomy is necessary for improving the quality of education, preparing students for life-long learning process, enabling them to choose the best learning techniques in and out of the classroom. However, autonomy is not innate, it can be taught. For this reason, teachers have a significant position in making learners autonomous. The aim of the present study is to identify what learner autonomy means to English teachers and what they do to promote learning autonomy in the Turkish context. The research study employs a mixed research design. The participants of the study include in- service English teachers working in the center of Muğla province. The data were collected from them in the spring term of 2016-2017 Education Year. The data were gathered through two instruments. Firstly, English Language Teachers’ Beliefs about Learner Autonomy Questionnaire, which had five major sections, designed by Borg & Al Busaidi was used to collect data. They were analyzed by calculating descriptive statistics, including frequencies, means, standard deviations, and etc. Secondly, semi-structured interviews were conducted to deepen the quantitative results and answer the question in collaboration with the quantitative data. The interview questions were developed after examining some research studies, and getting advice and views of some experts in the field. The qualitative data were analyzed by employing the techniques of the grounded theory. It was revealed that perceptions of the teachers regarding learner autonomy were positive. They were in the view that learner autonomy should be developed in classes. They also concluded that more motivated and confident learners seemed to be ready to develop learner autonomy. It is suggested that teachers should let their students choose their own materials and activities so that they can discover themselves and learn how to learn better.

Keywords: autonomous learners, language learning, teachers’ perceptions, Learner autonomy

 



Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

5. International Contemporary Educational Research Congress