Views of teachers of Turkish as a foregn language on learner autonomy

The main purpose of the study is to examine the views of Turkish as a foreign language teachers on learner autonomy and how these views are reflected in their teaching processes in a mixed design. In this study, convergent parallel design from mixed designs was used. The research group consists of Turkish language teachers working in different provinces across Turkey. The quantitative sample of the study was determined by criterion sampling and consisted of 64 participants. Quantitative data were collected with a questionnaire form prepared for the instructors. The data obtained were analysed using SPSS software. In the qualitative part of the study, data were collected through focus group interviews with 15 Turkish language teachers determined by criterion sampling method. A semi-structured interview form was used to collect qualitative data and the data were analysed by content analysis method. The results of the study reveal that the instructors comprehend the concept of learner autonomy and the importance of this concept, but they have difficulties in putting it into practice. It is seen that the instructors partially support the learners in terms of autonomy, but this support cannot reach a sufficient level. It is understood that there is a need for more comprehensive trainings on how to provide learner autonomy to foreign language learners. Keywords: Autonomy, Learner Autonomy, Turkish as a Foreign Language