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.