An Investigation of Learner Autonomy in Turkish EFL Context

Autor/in	Cakici, Dilek
Titel	An Investigation of Learner Autonomy in Turkish EFL Context
Quelle	In: International Journal of Higher Education, 6 (2017) 2, S.89-99 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	English (Second Language); Second Language Instruction; Student Participation; Personal Autonomy; Learner Engagement; Preservice Teachers; Language Teachers; Gender Differences; Foreign Countries; Questionnaires; Student Surveys; Statistical Analysis; Correlation; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Autonomie; Language teacher; Sprachunterricht; Geschlechterkonflikt; Ausland; Fragebogen; Schülerbefragung; Statistische Analyse; Korrelation; Türkei
Abstract	This study investigated the teachers' perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayis University participated in this study. Data were collected by the questionnaire "Learner Autonomy: the Teachers' Views" developed by Camilleri (1997). The obtained data were analyzed and interpreted in the form of percentage level for related items. The results of this study indicated that EFL student teachers seem to be ready to take more responsibility and control for their own learning in certain aspects of learner autonomy, whilst in some other areas they still demand teachers' support and guidance. Furthermore, the results demonstrated that overall males and females held similar views about learner autonomy in EFL context. However, a significant gender-based difference was reported in three items. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01