Devlet destekli bölgesel üniversitelerde çalışan İngilizce okutmanlarının öğrenci özerkliğine bakış açıları

The purpose of this study was to investigate state-supported provincialuniversity instructors? attitudes towards learner autonomy and towards sharinginstructional responsibilities with learners regarding aspects of students? ownlearning.The study was conducted with 72 English language instructors working atAfyonkarahisar Kocatepe University, Akdeniz University, Balikesir University,Mugla University, Nigde University, and Zonguldak Karaelmas University. Datawere collected through a questionnaire including Likert-scale questions. Thepreliminary section of the questionnaire gathered data about the instructors?educational background and teaching experience. The thirteen items in thequestionnaire investigated instructors? ideas about how much instructionalresponsibility learners should share in accordance with learner autonomy.Respondents were asked to indicate their opinions on a five-point Likert-scale,with `not at all?, `little?, `partly?, `much?, and `very much? for each item.Additionally, the interviews were conducted with 10 instructors fromparticipating universities.The results of the data analysis revealed that participating instructors areneutral to slightly positive toward learner autonomy in their formal teachingenvironments and consider some areas of teaching and learning as more suitablethan others for the implementation of learner autonomy. The outcomes alsoshowed that the participating instructors? attitudes towards learner autonomychange depending upon the facilities they are provided by their universities andthe opportunities for authentic language use in their environments. Moreover, thefindings highlighted that an in-service training for the instructors, and systematicand planned adjustments in the curricula might contribute to the promotion oflearner autonomy in these universities.Key words: Autonomy, English language teaching, Turkish Universities