Learner autonomy
66 theses under this subject heading
The impact of autonomous learning on graduate students' proficiency level in foreign language learning
The purpose of the study is to investigate the impact of autonomous learning on graduate students' proficiency level in foreign language learning. This study is based upon two types of research conducted at Balıkesir University in the academic years of 2014-2015. The first one is survey analysis on the graduate (Master of Arts) students' foreign language learning styles and strategies to find out what extent they are autonomous. The second one is an experimental study which compares the exam results of two groups of graduate students to find out the instructed and non-instructed learning differences. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 750 graduate students enrolled in the Institution of Social, Science Institution and the Health Institution at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed (control group) and non-instructed (research group) on voluntary bases. The instructed group attended English classes but non-instructed group worked for YDS exam in their free times, on their own and did not receive any lectures. During the study, one more questionnaire SILL (Oxford, 1990)(the learning strategy inventory for language learners' survey) was also administered to the instructed and non-instructed groups of students (30) to see the learning and strategy differences of both groups. The duration of the study was six months. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level (M:3,5-5.00) but they used them in medium (M:2,9) level. The findings revealed that there is not a significant difference between the instructed and non-instructed classes based on the results of the sample language proficiency tests (YDS) and real YDS scores. The mean of last formal YDS exam of the experimental group is 47, 25 and the mean of the control group is 48, 03. We can, thus, come to conclusion that YDS exam preparation is more teacher dependent than individual autonomous study.
Flourishing autonomous and well-becoming language learners: Exploring the impacts of a learning advisory-adapted program through the lens of a proposed model in Turkish context
This study examines the experiences and perspectives of students participating in a curriculum-integrated, advising-oriented program that aims to enhance language acquisition and self-regulation skills while promoting a sense of well-being. A program called the Learning Advisory Program (LAP) Club Speaking Classes was devised, based on a multidimensional adapted model known as The Butterfly Model, which incorporated self-determination theory (SDT), PERMA (the five pillars of well-being), and intentional reflective dialogue (IRD) to foster group advising practices. The content was given in accordance with the phases outlined in the equipped-for-future (EFF) framework and standards. This program was created for the LAP unit of AYBU SFL. This research is guided by two primary research questions. Firstly, it investigates the learners' experiences and perceptions of the program's implementation of the six core components of the Butterfly Model. Data from session-end surveys and post-program interviews were analyzed to identify themes related to these components, and the findings were interpreted within the framework of Basic Psychological Needs Theory. Secondly, the study explores learners' experiences regarding the program's contribution to their well-being in relation to the five core elements of the PERMA model. Data for this research question were collected using the PERMA meter questionnaire, and themes related to the five core elements of the PERMA model were identified and interpreted. The study involved an average of 104 students in the LAP Club Speaking Classes over a 7-week academic period. Data collection enabled an exploration of learners' perceptions, motivations, and well-being throughout the program. The analysis focuses on the impact of each component of the Butterfly Model and its relationship to learners' well-being. Overall, this study aims to provide valuable insights into the experiences of LAP Club participants and establish a foundation for the wider and sustainable implementation of similar programs within the institution.
EFL writers' autonomous engagement with and their perceptions of automated writing evaluation feedback from Grammarly in L2 writing process
Learner autonomy has garnered growing attention in language learning in recent years. In this respect, technologies might provide unprecedented opportunities for the development of learner autonomy. One of these technological tools language learners can use autonomously to receive assistance in their second language (L2) writing is Automated Writing Evaluation (AWE) tools. The use of AWE tools in L2 writing has been researched in recent years especially to explore the effectiveness of AWE feedback on L2 student writing (Geng & Razali, 2022 ; Li, Link, and Hegelheimer, 2015) and the accuracy or the quality of the feedback given by popular AWE tools (i.e., Ranalli, Link, & Chukharev-Hudilainen, 2017). However, in understanding the role of AWE on L2 writing development, students' engagement with AWE tool autonomously and their perceptions on their individual use of the tool are vital (Zhang, 2020) since students' perceptions significantly affect their learning process. Despite the existence of studies showing the efficacy of AWE tools, very few qualitative studies (Koltovskaia, 2020; Zhang, 2017, 2020) have been conducted closely examining L2 writers' experiences with AWE tools. Considering student experiences and perceptions are both important indicators of AWE efficacy (Wilson, 2017; Zhang, 2020), in this qualitative case study, writing processes of L2 learners were examined with the support of an AWE tool (Grammarly) in a 14-week long course offered in an intensive English program. It was aimed to explore how these writers receive feedback from the AWE tool once they use it autonomously and what these students' experiences with and perceptions of the AWE system and processes are. The participants were Intermediate level students who were studying English in the Preparatory Programme of a foundation university in Turkey, which adopts English as the medium of instruction. The data was collected through student interviews and their written drafts produced with feedback they received from Grammarly. The findings showed that the participants engaged cognitively with the AWE feedback, which was evident in how they processed the feedback. The participants developed a new awareness through monitoring their own L2 writing progress, and this impacted their decision making process as a result. Besides, the findings revealed the participants' affective engagement with AWE feedback, as well. The participants adopted both positive and negative attitudes toward AWE feedback. They were found to be content with the efficiency of instant AWE feedback on their L2 writing improvement, be more motivated to write in L2 and become more autonomous learners. However, they expressed their disappointment in the deficiency of AWE feedback on other aspects of writing such as coherence and cohesion.
Technology utilization in teaching vocabulary at tertiary level
The aim of this study is to investigate the influence of a web-based corpus (WBC) teaching on learner autonomy, e-learning readiness level, use of vocabulary learning strategies, and vocabulary size development. This study was carried out at two state universities in the province of Ankara, Turkey during the spring term of the academic year 2017-2018. The study group consisted of one control and one experimental group, all of whom were ELT Department freshman students. Having a mixed method research design, both quantitative and qualitative data collection was carried out in the current research. As for the quantitative data, at the beginning and at the end of the study surveys of learner autonomy, e-learning readiness level, the use of vocabulary learning strategies and vocabulary size tests were administered to both groups. As for the qualitative data collection, semi-structured interviews were carried out with 9 control group students (5 males and 4 females) and 8 experimental group students (4 males and 4 females) from each group. The quantitative analysis of the dataset was conducted through the use of Multivariate Analysis of Variance/Covariance (MANOVA & MANCOVA) and Mixed Between-Within Subjects Analysis of Variance, while for the qualitative data, content analysis technique was run. The quantitative analysis yielded that there was no statistically significant difference between the groups' scores. Lack of motivation, classroom teaching practices, time management issues were some of the points the interviewees highlighted in regard to their achievement. Keywords: web-based corpus, learner autonomy, e-learning readiness, vocabulary learning strategies, vocabulary size, language learning
5E-TYSM'nin ortaokul öğrencilerinin özerk öğrenmeleri, motivasyonları, başarıları ve kesir kavram yanılgılarının giderilmesine etkisi
Çalışmanın amacı, 6. sınıf kesirlerle çarpma işlemi konusunun öğretiminde 5E tabanlı ters yüz sınıf modeli (5E-TYSM) uygulamalarının öğrencilerin başarılarına, motivasyonlarına, özerk öğrenmelerine, kesirler konusundaki kavram yanılgılarının giderilmesine etkisinin belirlenmesidir. Ayrıca çalışmada, 5E-TYSM uygulamalarına yönelik öğrenci görüşleri ortaya konmuştur. Çalışmada karma yöntem desenlerinden gömülü desen kullanılmıştır. Araştırmaya Zonguldak ili Kilimli ilçesinde bulunan bir devlet okulunda öğrenim gören uygun örnekleme yöntemi ile seçilmiş 90 altıncı sınıf öğrencisi katılmıştır. Gerçekleştirilen öğretim uygulamalarının öğrencilerin başarı, motivasyon, özerk öğrenme düzeylerine etkisini belirlemek için veri toplama aracı olarak Başarı Ölçeği, Motivasyon Ölçeği, Özerk Öğrenme Ölçeği ve 5E-TYSM uygulamalarının kesirler konusundaki kavram yanılgılarının giderilmesine etkisini incelemek amacıyla Kesir Kavram Yanılgısı Ölçeği kullanılmıştır. Yapılan öğretime yönelik öğrenci görüşlerini belirlemek amacıyla yarı yapılandırılmış görüşme formu uygulanmıştır. Elde edilen veriler ilişkili ve ilişkisiz örneklemler t-testi, aritmetik ortalama, yüzde, frekans, içerik analizi teknikleri kullanılarak değerlendirilmiştir. Araştırmada gerçekleştirilen 5E-TYSM öğretim uygulamaları sonucunda son test başarı puan ortalamalarının ve özerk öğrenme puan ortalamalarının deney grubu lehine anlamlı olduğu; deney grubu öğrencilerinin uygulama sonrasında derse yönelik motivasyon düzeylerinin ve alt faktörleri olan içsel hedef yönelimi, görev değeri, öğrenme kontrolü inancı, öğrenme ve performans ile ilgili özyeterlik algısı boyutları için yüksek düzeyde olduğu, sınav kaygısı boyutunda ise orta motivasyon düzeyine sahip oldukları belirlenmiştir. Elde edilen bulgulara göre 5E-TYSM uygulamalarının öğrencilerin kesirler konusunda başarını ve özerk öğrenme düzeylerini anlamlı şekilde attırdığı, motivasyon düzeylerinin öğretim sonucunda yüksek olduğu, kesirlere ilişkin kavram yanılgılarının giderilmesinde etkili olduğu, öğrencilerin süreçte kendi öğrenme fırsatlarını elde edip konunun pekiştirilmesini sağladığı yönünde olumlu görüşler bildirdikleri belirlenmiştir.
The role of mobile assisted language learning (MALL) on learners' speaking skills: Its impacts on learner autonomy and motivation as an extramural English activity
Technological advancements have led to the creation of smaller and more portable devices like smartphones; thus, language education opportunities have significantly increased with these improvements. The use of mobile applications for language practice is called Mobile-Assisted Language Learning (MALL). The current study aims to explore the impact of MALL on motivation, autonomy, and the development of speaking skills in extramural settings. It adopts a mixed-methods approach. To this end, quasi-experimental and case study research designs were used. The participants were 22 10th-grade students studying at a public high school in İstanbul. The quantitative data consisted of speaking test results and questionnaire answers from 22 participants, while the qualitative data consisted of semi-structured interview answers from 14 volunteered interviewees. For the eight-week treatment process, 11 students were assigned to the experimental group, who used ELSA and Praktika applications to improve their speaking skills. The other 11 students were assigned to the control group, who were exposed to the traditional methods for speaking practice. Regarding their speaking achievement, the results suggested no statistically significant differences between the two groups after the treatment, although the experimental group performed slightly better. Regarding the impact of MALL on motivation and learner autonomy, quantitative analysis results showed no significant differences before and after the treatment. On the other hand, six interviewees reported enhanced motivation, and four reported improved learner autonomy following the treatment. When the two groups were compared regarding motivation and learner autonomy, quantitative analysis results showed no statistically significant differences. Regarding participants' opinions, the experimental group had mostly favorable opinions on MALL. In contrast, the control group was averse to favorable towards MALL after the treatment. Overall results indicated that MALL could be a suitable solution for certain obstacles in language learning classrooms. Keywords: Mobile-Assisted Language Learning (MALL), speaking skill, motivation, learner autonomy
Mental toughness and learner autonomy among ELT undergraduates: Dimensions and associations
Learner autonomy and mental toughness have both received substantial research attention, but in separate domains. Taking charge of one's own learning and maintaining personal agency to convert potential into performance involve overlapping regulatory processes, yet no study has examined their relationship in language learning contexts. This study addresses this gap through a two-phase quantitative design with Turkish ELT undergraduates. In Phase 1 (n=216), both instruments were adapted and validated through exploratory factor analysis. In Phase 2 (n=230), confirmatory factor analysis verified construct validity before correlational and regression analyses were conducted. Results revealed a moderate positive correlation between mental toughness and learner autonomy (r=.366, p<.001). The Mental Toughness Scales yielded three dimensions: Comprehensive Control, Motivation Control, and Dysfunctional Cognitions. Of these, Motivation Control was the sole consistent predictor of learner autonomy, emerging as the strongest predictor of total autonomy (β=.48) and all four subdimensions. These findings suggest that autonomous learning depends less on whether learners are initially motivated than on their ability to sustain motivation when external support is limited and to generate new incentives when initial interest fades. For language teacher education, this suggests focusing not only on whether students are motivated but on developing their capacity to maintain motivation independently—through strategies such as sub-goal setting, self-reward, and goal-oriented self-talk. This capacity may be as important as fostering motivation itself.
Matematik dersi öğrenme kayıpları ve nedenleri
Bu araştırmanın amacı; Anadolu liselerinde oluşan matematik öğrenme kayıplarının belirlenmesi ve öğrenme kayıplarının nedenlerine yönelik öğretmen ve öğrenci görüşlerinin incelenmesidir. Araştırma karma yöntem desenlerinden açıklayıcı sıralı desen kullanılarak gerçekleştirilmiştir. Araştırmanın nicel kısmı ilişkisel tarama modelinde, nitel kısmı ise fenemonoloji deseninde gerçekleştirilmiştir. Araştırmanın örneklemini, Ege bölgesinde büyük bir kentte yer alan, altı Anadolu lisesinde 12. sınıf düzeyinde öğrenim gören öğrencilerden sistematik örnekleme yoluyla seçilen 303 kişi oluşturmaktadır. Bu örneklem içerisinden maksimum çeşitlilik örneklemesine göre seçilen 12 öğrenci ile bu okullarda 12. sınıflarda öğrenim vermekte olan 14 matematik öğretmeniyle görüşmeler yapılmıştır. Araştırmada veri toplama aracı olarak "Matematik Öğrenen Özerkliği Ölçeği", "Okula Uyum Ölçeği", "Matematik Başarı Testi" ve "Yarı Yapılandırılmış Görüşme Formu" kullanılmıştır. Nicel veriler SPSS 21.0 istatistik paket programı ve MS Excel 2016 aracılığıyla Bağımsız Örneklemler t-Testi, Tek Yönlü Varyans Analizi (ANOVA), Pearson Korelasyon Analizi yapılarak elde edilmiştir. Nitel verilerin çözümlenmesinde içerik analizinden yararlanılmıştır. Araştırmada 12. sınıfların matematik öğrenme kaybı düzeylerinin yüksek olduğu bulunmuştur. Matematik öğrenme kaybının öğrenim görülen okullar, okul başarı düzeyleri, öğrenci başarı düzeyleri ve öğrenim görülen alanlar değişkenlerine göre anlamlı bir fark oluştururken, cinsiyet değişkenine göre anlamlı bir farklılık oluşturmadığı görülmüştür. Öğrenme kayıpları açısından kazanımlara ulaşılma düzeyi %40 olarak bulunmuştur. Öğrencilerin matematik öğrenen özerkliği düzeyi orta üst olarak bulunmuştur. Cinsiyet, öğrenci başarı düzeyleri ve öğrenim görülen alanlar değişkenleriyle matematik öğrenen özerkliği düzeyleri arasında anlamlı bir fark bulunurken, öğrenim görülen okullar ve okul başarı düzeyleri arasında anlamlı bir farklılık bulunmamıştır. Okula uyum düzeyleri cinsiyete, öğrenim görülen okullara, okul başarı düzeylerine, öğrenci başarı düzeylerine ve öğrenim görülen alanlara göre anlamlı bir farklılık oluşturmamıştır. Araştırmada öğrenci başarı düzeyi ile öğrenme kaybı arasında, düşük, negatif yönlü ve anlamlı bir ilişki; öğrenci başarı düzeyi ile matematik özerk öğrenme düzeyleri arasında, pozitif yönlü, orta düzeyde anlamlı bir ilişki; okula uyum düzeyleri ile matematik özerk öğrenme düzeyleri arasında, pozitif yönde, düşük ve anlamlı bir ilişki olduğu görülmüştür. Araştırmada öğretmenler ve öğrencilerle yapılan görüşmeler sonucunda matematik öğrenme kaybına yol açan değişkenlerin "Uzaktan Eğitim", "Matematik Öğrenme Kaybı", "Programın Tamamlanması" temalarında toplandığı görülmüştür. Öğrenciler ve öğretmenlerin yanıtları doğrultusunda öğretmenlerin uzaktan eğitimin avantajlarını eğitimin devamlılığı ve zaman kazanımı, öğrencilerin ise çalışma alışkanlığı kazandırma ve ekstra zaman kazanımı olarak; öğretmenlerin ve öğrencilerin dezavantajlarını öğretmen ve öğrenci arasında sınırlı iletişim olarak; öğretmen ve öğrenciler bu süreçte bilgisayar, telefon, tablet kullandıklarını, teknolojik içerik ve platformlardan yararlandıklarını; öğretmenlerin gereklilik olarak ölçme ve değerlendirme, teknolojik altyapı, aktif katılımı, öğrencilerin ise teknolojik altyapıyı gösterdikleri sonucu bulunmuştur. Öğretmenler ve öğrenciler matematik öğrenme kaybının nedeni olarak uzaktan eğitimi ve uzaktan eğitimin verimsizliğini; öğretmenler ve öğrenciler öğrenme eksikliği yaşanan konular olarak geometri konularını; öğretmenlerin öğrenme eksikliğini gidermek için öğrencilerin derse aktif katılımının sağlanması gerektiğini, öğrencilerin ise bireysel olarak çalışıp, dijital içerik ve platformlardan yararlandıklarını söyledikleri görülmüştür. Programın tamamlanamama nedenlerine ilişkin öğrencilerin katılım göstermemesi, program yoğunluğu, içeriğin uzaktan eğitime uygun olmaması gibi etkenler dile getirilmiştir.
Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma özerkliği ile yazma becerileri arasındaki ilişkinin incelenmesi
Yabancılara Türkçe öğretiminin ilk ve en önemli basamağı, bireylere dört temel dil becerisini kazandırmaktır. Bu becerilerden sonuncusu olarak nitelendirilen yazma, öğrenciler tarafından öğrenilmesi en zor beceri olarak görülmektedir. Uzun süreçli ve zaman alan bir beceri olduğu için öğrenciler tarafından yazmaya karşı olumsuz tutum geliştirilmektedir. Bu olumsuz tutumun ortadan kaldırılması için öğrencilerin yazma becerilerinin geliştirilmesi ve özellikle kendilerine olan inançlarının yüksek olması gerekmektedir. Bu sebeple, kendine güvenen bireylerin özerklik algılarının yeterli düzeyde olması beklenmektedir. Özerklik temelinde oluşan yazma özerkliği, bireylerin yazmaya yönelik tutum ve motivasyonlarını artırabilen öğrencilerin yazma becerilerini geliştirebilen, etkili ve kalıcı öğrenmelerin gerçekleşmesine katkı sağlayabilecek bir yetidir. Yabancı dil öğretiminde yazma özerkliğine sahip bireylerin yetişmesini sağlayarak hem yazma becerilerinin gelişmesini desteklemek hem de başarılı bireylerin sayısını arttırmak hedeflenmektedir. Bu araştırmanın genel amacı, Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma özerkliği ile yazma becerileri arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubunu, 2020/2021 eğitim öğretim yılında Muğla Sıtkı Koçman Üniversitesi, Uşak Üniversitesi ve Bursa Uludağ Üniversitesi Türkçe Öğretim Merkezi'nde öğrenim gören B1 ve B2 seviyesindeki öğrenciler oluşturmaktadır. Araştırma kapsamında dünya genelinde yaşanan Kovid 19 sebebiyle 157 öğrenciden veri toplanmıştır. Ancak eksik ve kusurlu doldurulan ölçekler çalışmadan çıkarıldıktan sonra kullanıma uygun 129 ölçekle analiz yapılmıştır. Çalışmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırma verileri öğrencilere yazdırılan kompozisyonlar, "Kişisel Bilgi Formu", "Yazılı Anlatım Dereceli Puanlama Anahtarı" ve "Yazma Özerkliği Ölçeği" ile elde edilmiştir. Ölçme süreci sonunda veriler; Ki Kare Testi, frekans ve yüzde değerleri, Mann-Whitney U Testi, Kruskal-Wallis H Testi ve Spearman's Rho ile analiz edilmiştir. Araştırma sonucunda, yazma özerklik seviyeleri yüksek olan öğrencilerin yazma becerilerinin de yüksek olduğu görülmüş; Türkçeyi yabancı dil olarak öğrenen öğrencilerin yazma özerkliği ile yazma becerileri arasında pozitif yönde, düşük düzeyde ve anlamlı bir ilişki olduğu tespit edilmiştir. Anahtar kelimeler: özerklik, yazma özerkliği, yazma becerisi, yabancılara Türkçe öğretimi
Perceptions of elt students related to learner autonomy in language learning
This study mainly aims to investigate the perceptions of ELT students related to Learner Autonomy in language learning. 73 male and 139 female students, a total of 212 students, participate in the study. A questionnaire is applied in order to identify the perceptions of ELT students related to Learner Autonomy in language learning. The questionnaire is prepared in four main parts: one of them is for background information of the participants and the other three parts are for their perceptions of ELT learners related to responsibilities, abilities, and activities on learner autonomy. In addition, in order to support the quantitative data, and to have a deeper understanding of the perceptions of ELT students, a total of 20 students, five students from each class, are interviewed. The findings gathered are analyzed according to the year of the study (from 1st year to 4th year) and gender of the participants. Mean, independent samples t- tests and One- Way ANOVAs are used for analyzing the quantitative data. Content analysis is done for the qualitative data and the findings of the qualitative data are organized according to the participants' year of study and gender. The results indicate that there are not any statistically significant differences between male and female students in terms of the perceptions of learners related to responsibilities, abilities, and activity choices. In addition, although there are statistically significant differences between the genders in terms of the perceptions of learners related to abilities and activity choices on learner autonomy, both genders have similar perceptions related to responsibilities of learners. The findings gathered from the qualitative data are in line with the findings of the quantitative data. The participants mainly state similar responsibilities, abilities and activities in terms of their year of study. In addition, qualitative data reveal that although both female and male participants give importance to the similar perceptions related to responsibilities, abilities, and activities on learner autonomy, they state different reasons regarding the perceptions of learners related to responsibilities, abilities, and activities. Additionally, participants utter some definitions related to learner autonomy and they prove how versatile the notion of learner autonomy is. Keywords: Learner Autonomy, Year of Study, Gender.
The relationship between EFL students' vocabulary learning strategies and their level of learner autonomy
There are studies on autonomy and vocabulary learning strategies in the field, but there are not many studies on the relationship between vocabulary performance and autonomy levels of Turkish students who learn English as a foreign language. Most of the studies focus on improving student autonomy in foreign language classes, not outside the classroom. This study describes and discusses the relationship between learning autonomy and the learning word learning strategies by comparing it to the trained data. The findings of the study give feedback on the vocabulary learning strategies of Turkish students who have learned English as foreign language and how they relate to being self-learners. When the qualitative and quantitative data of this study were analyzed, a weak positive relationship was found between the autonomy levels and vocabulary learning strategies of students who learned English as a foreign language. In addition, the findings revealed that the students' vocabulary learning strategies are not a significant difference in the frequency of use compared to gender, age and English education year, and students are willing to be autonomous learners. The results obtained by this study suggest that language teachers are aware of their autonomy in vocabulary learning in foreign language classes. In addition, this study is capable of carrying a guide for better vocabulary learning in the second language. Key words: Learner Autonomy, Vocabulary Learning Strategies, EFL Students
Learner autonomy perceptions of EFL teachers
The thesis was conducted with 72 EFL teachers working at English preparatory programs at Yeditepe University and Istanbul Bilgi University. The aim of the thesis was to investigate learner autonomy perceptions of EFL teachers. With that aim, 6 research questions were answered with the collated quantitative data from the questionnaires and qualitative data from semi-structured interviews. The results of the quantitative part of the thesis showed that, EFL teachers working at English preparatory programs have a positive attitude towards the development of autonomy in general. There was no scientifically significant effect of age on the levels of LA perceptions of EFL teachers. LA perception levels of teachers who have 1-5 and 5-10 years of experience were above the levels of teachers who have 10-15, 15-20, 20 and over years of experience. Qualitative part of the thesis stated that, teachers define LA with words such as individuality, awareness, ability, responsibility, aims and goals of the students, strengths and weaknesses and active participation. As for the problems and hindrances for the development of learner autonomy, participating teachers mentioned education system, teacher-centric approaches, students' not being accustomed to guiding themselves, lack of personal aims and dependence to outside sources. The most important roles of the teachers were helper/guide, facilitator, resource, motivator, monitor, moderator and leader.
(MIS)Match between teacher-learner autonomy perceptions and its relationship with EFL learners' achievement in language learning
The aim of this study is to determine the relationships of Turkish English Language Teaching (ELT) teachers and ELT learners' perceptions' of learner autonomy with ELT learner's achievement in language learning. Particularly, the study aimed at investigating to what extent ELT learners' and ELT teachers' perceptions are related to learner autonomy match and its relationship with achievement scores of ELT learners. Participants of the current study were 23 ELT teachers and 100 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate to advanced. Teachers' experience years in this profession varies from 2 years to 15 years. Teachers hold at least bachelor degree in this profession. The proficient level of the learners are determined by a specific exam named ALCPT(American Language Placement Test ) which is administered to learners in each term. Learners are put into different level varying from beginner, elementary, intermediate to advanced depending on the score they get. The current study was implemented in a public institution offering four-year university where the learners are both academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Although the academic language of the school is not English, it is given special attention and quite an important amount of time in the curriculum due to the necessity of the prospective career of the learners. In order to reach aim of the study, first of all 120 university learners with different language levels were given a learner autonomy questionnaire aiming to determine their perceptions' of learner autonomy and 100 of the learners responded the items. Then the same questionnaire was adapted for the teachers and administered to 25 ELT teachers and 23 of them responded the items. In order to support the quantitative data with qualitative data, semi-structured interview sessions were held with 10 teachers and 18 learners from four different grades. While choosing participants for interview, there were at least 3 learners from different proficiency levels varying from beginner to advanced level of learners and 3 learners from each class. The quantitative data coming from the questionnaire was analyzed with the help of SPSS by applying chi-square and correlation analysis. The qualitative data from the interview was analyzed to determine whether the perception of teacher –learner on learner autonomy match or mismatch. At the end of the process, achievement scores of learners were compared with the results of the questionnaire and interview to see to what extent this match/mismatch affects learners' achievement. Quantitative data indicated that there is not much difference between teachers and learners. Qualitative data from semi structured interview supported quantitative findings. Result of the study showed the match between ELT teachers' and learners' perceptions related to learner autonomy has no clear impact on the achievement score of ELT learners.
The effects of vocabulary strategy training on vocabulary learning and autonomy: A case study of Turkish EFL students
Use of language learning strategies can play a very important role on the way to gain success and learner autonomy in language learning. They can be more powerful learning tools provided that they are chosen properly according to the situations language learners will face with. Learners? receiving strategy training is very important in helping them with tackling the language situations they will encounter, however the results of various researches reveal the need to teach the students how to choose and use different learning strategies appropriately as well.The present study had two main purposes. Firstly, it aimed to investigate the effects of vocabulary strategy training on vocabulary learning and secondly it aimed to investigate the effects of vocabulary strategy training on learner autonomy at intermediate level in preparatory classes of a foundation university.Multi-method approach was used in order to answer these two purposes. Qualitative methods (think-aloud protocols, focus group interviews) and quantitative methods (learner autonomy questionnaires, vocabulary tests) were used in order to collect data. Nineteen students who were at intermediate level participated in the present study. While the participating students in the experimental group received vocabulary strategy training for 3 weeks, the students in the control group received no special treatment during this phase.The results of the learner autonomy questionnaires revealed that vocabulary strategy training had the following effects on learner autonomy with regard to 1) learners? studying independently of the teacher; 2) learners? having control in their studies; and 3) learners? increased awareness in the importance of vocabulary learning, although the obtained results were not found to be statistically highly significant.The results of the vocabulary tests revealed a statistically significant difference on vocabulary learning achievement in the experimental group, On the other hand, no statistically significant difference was found between the pre and post vocabulary test scores in the control group, which received no strategy training. These results indicated that vocabulary strategy training had some effects on vocabulary learning achievement of the students in the experimental group.
The attitudes of EFL curriculum developers toward learner autonomy at tertiary level EFL preparatory programs
The present study investigates the attitudes of EFL curriculum developers at preparatory schools in Turkish universities toward learner autonomy and seeks for the autonomy supporting agendas and items included in the curriculums applied for language learning. The qualitative research design has been utilized for the research purposes. Accordingly, online semi-structured interviews have been conducted with 20 participants from 15 universities. The semi-structured interview questions have been prepared by the researcher and they have been finalized in accordance with the feedback taken from an expert and colleagues. The findings indicate that all of the participants are well aware of the concept of learner autonomy and it is generally accepted that the curriculum developers have a role in learners' autonomy development. However, only 45% of the participants have an institutional policy to promote learner autonomy. As for their roles in autonomy development, the curriculum developers put emphasis on productive skills in curriculum, ensure learner-centeredness of the curriculum and maintain an amendable and flexible curriculum in order to support learners' autonomy development. Regarding the problems encountered in promoting autonomy, past learning experiences and habits, culture and learners' characteristics are the most commonly mentioned problems. Lastly, the curriculum developers recommend assessment and evaluation procedures to be diversified and process-based, curriculum developers and instructors to be provided with in-service trainings, and projects and portfolios to be included more in the curriculum in order for success in learners' autonomy development.
Secondary school EFL learners' autonomy, motivation, and digital literacy in emergency distance education
Due to COVID-19, the majority of countries encountered emergency remote education at all learning levels for the first time. This abrupt change in the delivery of education created a suitable environment for adopting learner autonomy. A critical approach is required to ascertain how this ability was perceived and which factors are related to it. This study aimed to present the perspectives of secondary school students on learner autonomy in the context of emergency remote education and explore the relations of motivation, digital literacy, and demographic variables (grade level, gender, and age) with it. Mixed-method approach was used in this thesis and in line, three scales were administered to 180 secondary school learners and semi-structured interviews were held with 10 participants. Quantitative results revealed that secondary school students had above-average levels of learner autonomy and digital literacy while maintaining a moderate level of motivation. Significant positive correlations were found between learner autonomy and both motivation and digital literacy. Additionally, the impact of demographic traits on learner autonomy was discovered. It was found that learner autonomy declined with increasing grade level and age. In terms of gender, female students had more learner autonomy than males. The content analysis revealed that secondary school students' perceptions of learner autonomy are generally positive, but that learners also encountered both positive and negative motivational and digital literacy factors that either encouraged or inhibited their autonomy. The study implicated the need for developing emergency remote education settings in terms of student-teacher interaction, technological resources, and instructional strategies.
An analysis of the factors influencing learner autonomy in the Turkish EFL context
In Turkey, individuals generally grow up under the control of their parents who decide on behalf of their children. When they reach school age, this control is passed onto their teachers. Furthermore, although they are never included in the decision-making process of their own learning, the students are expected to learn various school subjects at a reasonable level. This forms one of the problems that prevent long-lasting and meaningful learning from taking place. As a solution to this constraint, practices such as assisting students to gain responsibility, raising their sense of ownership and increasing their self-esteem and self-confidence are recommended. In brief, they should be nurtured as autonomous learners. Since the 1970?s, many researchers have conducted studies on foreign language learner autonomy. Amongst the factors observed influencing this subject are achievement, age, anxiety, attitude, brain dominance, emotional intelligence, experience, gender, language learning strategies, learned helplessness, learning styles, motivation, multiple intelligence areas, parental attitudes, performance assessment, the socio-economic level of the family and whether the participants actually like English. In order to find out what factors influence the autonomy of Turkish learners of English as a foreign language (EFL), some instruments were administered to 116 9th and 10th grade high school students. In accordance with the aim of the dissertation, independent T-test samples, One Way ANOVA and correlation in the package programme named Statistics Programme for Social Sciences (SPSS) were employed to analyse the gathered data.The results of the study show that most of the dimensions of the above-mentioned variables correlate with learner autonomy. This correlation is sometimes negative and sometimes positive. A statistically significant difference is observed between the participants? perception of autonomy and (i) gender for the female participants, and (ii) whether the participants like the English language for those who like it.Keywords: Learner autonomy, Individual differences, Turkish EFL context, Independent learning, In- and out-of-class learning
2018 ortaöğretim İngilizce dersi öğretim programının öğrenen özerkliği açısından değerlendirilmesi ve öğretmen gözüyle öğrenen özerkliği
Bu çalışmanın amacı; 2018 Ortaöğretim İngilizce Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programında öğrenen özerkliğinin ne düzeyde olduğunu ve ortaöğretim İngilizce öğretmenlerinin öğrenen özerkliği hakkındaki görüşlerini belirlemektir. Bu çalışma 2020-2021 eğitim öğretim yılında gerçekleştirilmiş olup durum çalışması modelinde nitel bir çalışmadır. Veri toplama yöntemi olarak doküman incelemesi ve görüşme kullanılmıştır. Programın değerlendirilmesi için değerlendirme kriterleri formu oluşturulmuştur ve öğretim programı; ihtiyaçların belirlenmesi, amaçların belirlenmesi, eğitim öğretim durumları, değerlendirme, öğretmenin rolü, öğrencinin rolü ve kazanımlar boyutlarında ele alınmıştır. Program değerlendirmesinden elde edilen veriler betimsel analiz yöntemi ile analiz edilmiştir. Öğretmen görüşmeleri için yarı yapılandırılmış görüşme soruları hazırlanmıştır. Görüşmeler, 2020-2021 eğitim öğretim yılında Kırşehir merkezde çeşitli ortaöğretim kurumlarında çalışmakta olan toplam 12 İngilizce öğretmeni ile gönüllülük esasına dayalı olarak gerçekleştirilmiştir. Öğretmen görüşmelerinden elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. 2018 Ortaöğretim İngilizce Dersi Öğretim Programının analizinden elde edilen bulgular programın; ihtiyaçların belirlenmesi, amaçların belirlenmesi, eğitim öğretim durumları, değerlendirme, öğretmenin rolü, öğrencinin rolü boyutlarında ve kazanımlarda öğrenen özerkliği uygulamalarına yer verdiğini göstermektedir. Öğretmen görüşmelerinden elde edilen bulgulara göre ortaöğretim İngilizce öğretmenlerinin genel olarak öğrenen özerkliği hakkında herhangi bir fikrinin olmadığı görülürken yapılan açıklamalardan sonra öğretmenlerin öğrenen özerkliğinin İngilizce öğreniminde önemli bir yere sahip olduğunu belirttikleri görülmektedir. Ancak öğretmenlerin çoğunluğunun programda özerklik uygulamalarına yer verilmediğini düşündükleri ya da bununla ilgili herhangi bir fikirlerinin olmadığı görülmektedir. Yapılacak olan yeni programlarda öğrenen özerkliğinin geliştirilmesi açısından sürecin her aşamasında öğrenciler karar verme aşamalarında yer almalı, ders kitaplarının seçilmesi aşamasında da öğrenciler karar verme süreçlerine dâhil edilmelidir. Ayrıca ortaöğretim İngilizce öğretmenlerinin öğrenen özerkliği ile ilgili bilgilenmelerine yönelik çalışmalar yapılıp farkındalıkları artırılmalıdır. Anahtar Kelimeler: Öğrenen özerkliği, öğretim programı, yabancı dil öğrenimi
Lise öğrencilerinin Almanca öğrenmede özerk öğrenme düzeylerinin, motivasyonlarının ve öğrenme stillerinin incelenmesi
Seçmeli Almanca dersleri ortaöğretim programlarında diğer dillere göre daha geniş biçimde yer almaktadır. Bu araştırmanın amacı, lise öğrencilerinin seçmeli Almanca öğrenmede özerk öğrenme düzeylerinin, motivasyonlarının ve öğrenme stillerinin incelenmesidir. Nicel ilişkisel (korelasyonel) tarama modeli kullanılarak gerçekleştirilen bu araştırmanın çalışma evrenini Aydın ilinde bulunan tüm ortaöğretim öğrencileri oluşturmaktadır. Aydın ilinde bulunan farklı lise türlerinde 9-10-11-12. sınıflarda eğitim gören ve Almanca dersini seçen lise öğrencileri ise örneklem grubunu oluşturmaktadır. Araştırma kapsamında öğrencilere 'Öğrenme Stilleri Envanteri, Dil Öğrenimine Yönelik Motivasyon Ölçeği, Dil Öğrenmeye Yönelik Güçlük Ölçeği ve İkinci Yabancı Dil Olarak Almanca Dersine Yönelik Özerk Öğrenme Ölçeği' olmak üzere dört farklı ölçme aracı tamamen gönüllülük esasına göre uygulanmıştır. Öğrencilerin öğrenme stilleri ile cinsiyet değişkeni arasında anlamlı ilişki bulunmaktadır. Öğrencilerin öğrenme stilleri ile onların bölümleri arasında anlamlı ilişki yoktur. Öğrencilerin öğrenme stilleri ile sınıf düzeyleri arasında anlamlı ilişki vardır. İlgi, istek ve uygulama alt boyut puanlarına bakıldığında bu durum dil öğrenme güçlüğü çeken aileler lehinedir. Bölüm/alan değişkenine göre ADÖGÖ bulguları karşılaştırıldığında eşit ağırlık ve sayısal bölüm öğrencilerinin bölüm seçmeyen öğrencilere göre dil öğrenmede daha az güçlük yaşadıkları belirlenmiştir. Ayrıca ailede herhangi bir yabancı dil bilenin bulunmasının dil öğrenmede özgüven alt boyutunda anlamlı bir farklılık oluşturduğu görülmüştür. Gerçekleştirilen araştırmada özerk öğrenme ve başarı yönelimleri kavramlarının birbiri ile ilişkili oldukları tespit edilmiştir. Özerk öğrenme alt boyutları olan 'bağımsız öğrenme ve ders çalışma' alışkanlıkları düzeylerinin başarı yönelimleri düzeyini olumlu yönde yordadığı tespit edilmiştir.
Özbelirleme kuramı çerçevesinde lise öğrencilerinin matematik öğrenen özerkliği: Bir karma desen araştırması
Bu araştırmanın amacı, lise öğrencilerine uygulanabilecek matematik öğrenen özerkliği ölçeği geliştirip lise öğrencilerinin matematik öğrenen özerklik düzeylerini, matematik öğrenen özerkliklerini etkileyen matematik kaygı düzeyleri, matematik öğrenmeye yönelik motivasyon seviyeleri, matematik dersine yönelik öğrenme sorumluluğu ve matematik öğreniminde öz düzenleme becerileri arasındaki ilişkileri ve bu becerileri etkileyen değişkenler ile 9. ve 12. sınıf öğrencilerinin matematik öğrenen özerkliği ile ilgili düşüncelerini belirlemektir. Çalışmada araştırma deseni olarak karma yöntem desenlerinden sıralı-açıklayıcı karma desen seçilmiştir. İlk sırada nicel veriler ardından nitel veriler toplanmıştır. Bu araştırmada öncelikle matematik öğrenen özerkliği ölçeği geliştirilmiştir. Ölçeğin geliştirme sürecinde ilgili literatür incelenerek 144 madde havuzu oluşturulmuş, 10 uzman görüşü alınarak kapsam geçerliliğine bakılmıştır. Kalan 52 madde ile geçerlik ve güvenirlik çalışmaları için pilot uygulamada 1078 öğrenciden alınan verilerle yapılan açımlayıcı faktör analizi ve doğrulayıcı faktör analizi yapılmıştır. "Öz Düzenleme", "Öğrenme Sorumluluğu", "İç Motivasyon", "Öz Denetim", "Dış Motivasyon" ve "Kaygı" olmak üzere 6 boyutlu 41 maddelik bir ölçek oluşturulmuştur. Ölçeğin Cronbach-Alfa katsayısı α=0,82 olarak bulunmuştur. Oluşan boyutların açıklanan toplam varyans miktarı % 47,50'tir. Ölçeğin iki yarı güvenirlik düzeyi için Spearman-Brown korelasyonu değeri r=0,83 bulunmuştur. Üst %27 ve alt %27 gruplar arasında anlamlı bir fark olup olmadığını tespit amacıyla bağımsız örneklem t-testi yapılmış olup ölçek toplam puanları ile üst %27'lik ve alt %27'lik gruplar arasında anlamlı bir farklılık olduğu görülmüştür. Yapılan çalışma sonucunda ortaöğretim öğrencilerine yönelik 6 alt boyutlu 41 maddelik geçerli ve güvenilir matematik öğrenen özerkliği ölçeği geliştirilmiştir. Araştırmada esas uygulamasının evreni Türkiye'nin batısında yer alan bir büyükşehirde bulunan ortaöğretim kurumlarındaki 9. ve 12.sınıf öğrencileri oluşturmaktadır. Gerekli izinler alındıktan sonra araştırmanın örneklemi, eğitim uzaktan devam ettiği için Google Form biçiminde hazırlanan ölçek öğretmenleri aracılığıyla sınıf Whatsapp gruplarından ulaştırılan gönüllü 9. ve 12. sınıf öğrencilerden oluşmaktadır. Araştırmaya 651 öğrenci katılmıştır. Araştırmada "Matematik Öğrenen Özerkliği Ölçeği" veri toplama aracı olarak tamamen gönüllülük esasına göre uygulanmıştır. Elde edilen nicel veriler SPSS 22.0 istatistik paket programı ile analiz edilmiştir. Verilerin normal dağılımı kontrol edilmiştir. Bağımsız Örneklemler t-Testi, Tek Yönlü Varyans Analizi (ANOVA), Pearson Korelasyon Analizi kullanılmıştır. Araştırmanın çalışma grubunuda 9. ve 12. sınıflardan matematik öğrenen özerkliği ölçeğinden en yüksek ve en düşük puan alan dörderden sekiz öğrenci oluşturmaktadır. Çalışma grubu ile görüşme yapılmış elde edilen nitel veriler içerik analizi ile incelemiştir. Nitel verilerin geçerliğini ve güvenirliğini arttırmak için doğrudan alıntılara yer verilmiş ve uyuşum yüzdesi hesaplanmıştır. Çalışmadaki görüşme sorularıyla sağlanan uyuşum yüzdesi %92,23'dür. Araştırma sonucunda 9. ve 12. sınıf öğrencilerin matematik öğrenen özerklik düzeylerinin orta düzey olduğu görülmüştür. Matematik öğrenen özerklik düzeyi ile cinsiyet değişkeni arasında anlamlı ilişki bulunmamıştır. Kız öğrencilerin dış motivasyon düzeyi, erkek öğrencilerin de iç motivasyon ve kaygı düzeyleri daha yüksek olduğu görülmüştür. 9. sınıfların öz düzenleme, iç motivasyon, dış motivasyon, öz denetim ve öğrenme sorumluluğu alt boyutlarının puan ortalamaları 12. sınıflardan, 12. sınıfların ise kaygı alt boyutu puan ortalamaları 9. sınıftan daha yüksek olduğu görülmüştür. Sınıf, ailenin sosyoekonomik düzeyi, anne-baba eğitim düzeyi, özel ders değişkenleri ile matematik öğrenen özerkliği arasında anlamlı ilişki bulunmamıştır. Okul türü değişkenine göre anlamlı ilişki görülmüştür. Matematik öğrenen özerkliği ile öz düzenleme becerileri, öğrenme sorumluluğu arasında pozitif yönde güçlü düzeyde anlamlı ilişki, matematik kaygısı ile de pozitif yönde zayıf düzeyde anlamlı ilişki görülmüştür. Matematik öğrenen özerkliği puanı yüksek olan öğrencilerle yapılan görüşmelerde öğrenme sorumluluğuna, öz düzenleme becerilerine, öz denetime sahip oldukları ve iç motivasyonlarının yüksek olduğu ve matematik öğrenen özerkliği puanı düşük olan öğrencilerin ise iç motivasyonlarının düzeylerinin düşük olduğu, öğrenme sorumluluğuna, öz düzenleme becerilerine sahip olmadığı ve öz denetim yapamadıkları görülmüştür. Geliştirilen Matematik Öğrenen Özerkliği Ölçeğinden elde edilen bulgularla görüşmelerden elde edilen bulguların örtüştüğü görülmektedir.
Learner autonomy in secondary school virtual classrooms: Turkish EFL teachers' perceptions and practices
Learner autonomy in EFL teaching and learning context has long been taken as an efficient channel, which has gained more significance in the globalized world of the 21st century. Today's life has demonstrated that online education, which is believed to be more effective when autonomous, will dominate the education process. Besides, the significance of learner autonomy skills for online educational settings has recently attracted the attention of scholars. In this vein, this study investigates EFL teachers' perceptions and practices concerning learner autonomy in secondary school virtual classrooms in Hatay, Turkey. The data were collected using both quantitative and qualitative data collection tools. For the quantitative data, a questionnaire was administered to 194 teachers working at state and private secondary schools to explore learner autonomy perceptions and language teaching practices promoting learner autonomy. To support the quantitative data, semi-structured interviews were conducted with 21 EFL teachers volunteering to participate. Findings revealed that the EFL teachers have a high awareness of the meaning and significance of learner autonomy and an autonomous learner in online language education. There seems to be a connection between learner autonomy and online learning environments. It is deduced from the findings that teachers have compelling views concerning practices to foster learner autonomy. However, they are having difficulty promoting it due to the fact that they are assumed to be practising traditional approaches which cannot be appropriate in online EFL teaching and learning environment. Moreover, learner autonomy promotion is challenging in an online learning setting for several reasons, such as time, curriculum, and class-size limitations in addition to teacher-related and learner-related constraints. The findings of this study may contribute to the ELT field in terms of identifying challenges in learner autonomy encouragement. They also provide insights into creating autonomous learning in virtual language classrooms presenting influential views and practices of EFL teachers. Keywords: Learner autonomy, autonomous learner, virtual classroom, online education.
The effects of emergency remote teaching on learner autonomy and self-efficacy perceptions of high school EFL students
COVID-19 pandemic has changed people's lives dramatically, the way people socialize and go shopping, the way teachers teach, and students learn. Because of the necessity to reduce the physical contact among people and thus stop the spread of the virus, many people were obliged to stay at home. Accordingly, this resulted in giving a pause to schooling made up of bricks and moving to emergency remote teaching (ERT) made up of internet connections and online social networks. However, that movement was not like a planned transition from face-to-face education to hybrid or online, but it was a sudden, temporary and, most importantly, unplanned change. This unplanned nature of ERT created a substantial academic, social, and mental space that needed to be fulfilled mainly by students themselves. Therefore, the characteristics like autonomy and self-efficacy gained much importance for students to take their responsibilities for learning English. They also enabled students to know their strengths and weaknesses in learning English. For that reason, this study aims to discuss the effects of ERT on learner autonomy and self-efficacy perceptions of high school students and the relationship between autonomy and self-efficacy perceptions of students in the ERT context in addition to the ERT with the advantages and disadvantages of the students' point of view. This study focuses on students' autonomy and self-efficacy perceptions for fifteen weeks before and after the ERT process. It compares the results acquired through the questionnaires before and after the ERT to determine whether there is a significant change in high school students learner autonomy and self-efficacy perceptions. The current study also focuses on describing participants' views and feelings concerning ERT. In this study, the research is framed with the sequential explanatory design of the mixed-method design concepts. In order to investigate students' autonomy and self-efficacy perceptions, two questionnaires were distributed to 109 Turkish high school students (purposive sampling): the Autonomy Learner Questionnaire (ALQ), composed of 33 five point Likert-scale items in eight autonomy dimensions to investigate autonomy levels of students, and the English Self-Efficacy Scale (E-SES) to analyze self-efficacy perceptions of students in learning English. In addition, 20 students (extreme case sampling) were chosen on the bases of the participants' responses given to the ALQ, and E-SES were interviewed at the end of the process to gain a deeper understanding. In order to analyze the quantitative data in the study, SPSS 25.0 was taken into practice. For the qualitative data, on the other hand, content analysis was employed. The detailed data analysis indicated that the ERT process had positive impacts on particular items on students' learner autonomy and self-efficacy perceptions, considering the pre-and post-test results. Furthermore, learner autonomy and self-efficacy were strongly correlated with each other. Alongside of limited positive opinions, Participants mostly expressed their opposing views regarding ERT. This study provides a deeper understanding of the effect of the pandemic on the learner autonomy and self-efficacy perceptions of EFL high school students. Thus, it may provide several implications for teachers/instructors, material developers, and The Ministery of Education in Turkey. Keywords: Emergency remote teaching, learner autonomy, self-efficacy perceptions, EFL classes, high school students.
Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (a case study)
English is the leading foreign language among other languages having a prestigious position in the educational world in Turkey. However, most people who learn English complain that they cannot attain the desired proficiency level in English. The problem behind this may be that not only the relationship between self-efficacy and learner autonomy but also the relationship between these two concepts (self-efficacy and learner autonomy) and language learning may be ignored. This research has been conducted for revealing the missing point of the discussions related to foreign language teaching and learning in Turkey. This study intended to investigate the relationship between self-efficacy and learner autonomy, and these two concepts (self-efficacy and learner autonomy) and academic success. The present study was conducted at Gaziantep, Zirve, İnönü, Selçuk and Karatay Universities in 2010-2011 academic year. In the study, there were 50 preparatory level students out of 250 participants from each of the following universities: Gaziantep University, Zirve University, İnönü University, Selçuk University and Karatay University (n=106 females and n=144 males). The data were collected through two questionnaires: Self-Efficacy Questionnaire (SEQ) and Autonomous Learner Questionnaire (ALQ). The reliability of the SEQ was .91 while the reliability of ALQ was .76. The data were analyzed by using SPSS 19.0. The analysis of the data revealed that there was a positive relationship between self-efficacy and learner autonomy (r= .667 p>.01), self-efficacy and academic success (r=.597 p>.01), and learner autonomy and academic success (r=.506 p>.01). Also, it was found out that self-efficacy affected academic success positively and learner autonomy had a positive effect on academic success. Furthermore, self-efficacy and learner autonomy affected academic success positively.Key Words: Individual Learning, Learner Autonomy, Self-efficacy, Autonomous Learner, Self-efficacious Learner, Academic Success.
Promoting intercultural competence of teacher trainees in english language teaching departments via web 2.0 tools: A case study
This study aims at finding out whether Twitter is effective in promoting intercultural communicative competence of teacher trainees with the help of Twitter. The study involves five main chapters. The first chapter includes the problem, the aim of the study, the importance of the study, assumptions, limitations, and definitions. In the second chapter, the review of literature is involved. In the review of literature part, there are subheadings about intercultural communicative competence, culture, information and communication technologies, web 2.0, social networking, and Twitter. The third chapter comprises the methodology of the study involving research design, sample and population, data collection tools, and data analysis. The forth chapter includes findings and discussion of data. The fifth chapter involves summary of the study, and pedagogical implications and suggestions. The sample group of the study includes 4th grade teacher trainees studying at Gazi University, English Language Teaching Program (N=21). The study was carried out in the 2012-2013 spring semester and the process took six weeks. Using a qualitative method, an interview and reports have been designed, and they were presented to the experts. The interview and reports were analyzed by content analysis. The analysis of the interview and reports revealed that teacher trainees considerably promoted their intercultural communicative competence in terms of knowledge and attitudes with the help of Twitter. Therefore, it was concluded that Twitter is effective in developing intercultural communicative competence of students regarding knowledge and attitudes dimension.