Evaluation of 2018 secondary education English lesson curriculum in terms of learner autonomy and learner autonomy through teacher's eyes

The purpose of this study is; to determine the level of learner autonomy in the 2018 Secondary Education English Lesson Curriculum and the opinions of high school English teachers about learner autonomy. This study was conducted in the 2020-2021 academic year and is a qualitative study conducted in the case study model. Document analysis and interview were used as data collection methods. An evaluation criteria form was created for the evaluation of the program. The data obtained from curriculum evaluation were analyzed by descriptive analysis method. Semi-structured interview questions were prepared for teacher interviews. The interviews were conducted on a voluntary basis with a total of 12 English teachers working in various high schools in Kırşehir in the 2020-2021 academic year. The data obtained from teacher interviews were analyzed by content analysis method. The findings obtained from the analysis of the Secondary Education English Lesson Curriculum show that it includes practices of learner autonomy in determining needs, determining goals, education and training situations, assessment, teacher's role, student's role and learning outcomes. According to the findings obtained from teacher interviews, it is seen that high school English teachers generally do not have any idea about learner autonomy, and after the explanations made, it is seen that teachers stated that learner autonomy has an important role in learning English. However, it is observed that most of the teachers think autonomy practices are not included in the curriculum or they do not have any idea about it. In terms of improving learner autonomy in the new curriculums to be made, students should be involved in the decision-making stages at every stage of the process, and students should also be included in the decision-making processes during the selection of the textbooks. In addition, studies should be carried out to inform secondary school English teachers about learner autonomy and their awareness should be increased. Key Words: Currciculum, foreign language learning, learner autonomy