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Journals / Sınırsız Eğitim ve Araştırma Dergisi / 2021 / Cilt: 6 Sayı: 3

EFL Teachers’ Perceptions on Learner Autonomy

Ümit Yaşar(CAG UNIVERSITY)0000-0003-2037-2920
Gülden Tüm(ÇUKUROVA ÜNİVERSİTESİ)0000-0001-7790-0857
Pages
316–336
Publication Date
2021-11-15
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data:A questionnaire and a structured interview, which were designed by Al-Busaidi (2012) was adopted and implemented.
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Conclusion & Impact: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.
🔬Design:Survey & Empirical Study
📍Scope:2012 Verileri
⚙️Variables:Learner autonomy · perceptions · feasibility

Abstract

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.

Özet

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.

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Cite This Article

Yaşar, Ü., Tüm, G. (2021). EFL Teachers’ Perceptions on Learner Autonomy. Sınırsız Eğitim ve Araştırma Dergisi, Cilt: 6 Sayı: 3, 316–336. https://doi.org/10.29250/sead.984213

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