AN INVESTIGATION OF LEARNER AUTONOMY IN LANGUAGE LEARNING IN TERTIARY EDUCATION: FROM THE PERCEPTIONS OF STUDENTS AND TEACHERS

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The aim of this study is to investigate how the students and instructors perceive learner autonomy as well as examine whether there are any differences between their perceptions regarding autonomous learning in an English language preparatory program in İstanbul, Turkey. The study also attempts to find out how autonomy is perceived by the participants regarding student responsibilities and to identify the differences between their perceptions of the aforesaid variable. Besides, this research attempts to reveal the challenges faced by the students and instructors while promoting autonomous learning in language classrooms. The data were obtained from questionnaires and semi-structured interviews administered to the two groups of participants. The findings revealed that learner autonomy should be closely addressed at tertiary level classes to promote more autonomous behaviors. Finally, the exam-oriented educational context was perceived as the only challenge to both instructors and students in their efforts to promote autonomous learning. Based on the findings, implications and suggestions about promoting learner autonomy in language preparatory programs were provided further in this study.

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autonomy , learner autonomy , language learning , language teaching , tertiary education , English as a foreign language

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi