ELT students` perceptions and behavior related to learner autonomy as learners and future teachers

i The main aim of this study was to investigate Turkish English Language Teaching(ELT) students? perceptions and behavior related to learner autonomy. As ELT students inTurkey are both learners of English as a foreign language and future teachers of English as aforeign language, the study focused on these two aspects. That is, the study aimed atinvestigating ELT students? perceptions and behavior related to learner autonomy both aslearners of English, and as future teachers of English. While investigating ELT students?views related to learner autonomy, we also wanted to see whether the education they receiveon how to teach English make any difference in their perceptions. In order to reach thoseaims, first of all a questionnaire study was conducted with 179 students studying TeachingEnglish As A Foreign Language at Anadolu University, English Language TeachingDepartment. 90 of the participants were 1st year students in the program, and 89 of theparticipants were 4th year students. We specifically focused on the 1st and 4th year studentsbecause we accepted the 1st year students as future teachers of English who did not receiveany education on how to teach English, and we accepted the 4th year students as the ones whowere educated on how to teach English. Two different instruments were used in thequestionnaire study. One of the instruments aimed at investigating participants? perceptionsand behavior related to learner autonomy as learners of English. The other one aimed atinvestigating participants? perceptions related to learner autonomy as teachers of English. Inorder to support the quantitative data with qualitative data, we also conducted follow upinterview sessions with some of the participants. In the interview sessions, referring to thequestionnaire answered, we asked the interviewees their reasons for their answers. The resultsof the study indicated that, as learners of English, the participants seem ready to take moreresponsibility and control for their own learning in some aspects of learning, while in someother aspects they need some support and guidance. As future teachers of English theparticipants generally reported positive views related to learner autonomy. The results alsoindicated that generally there is not much difference between the 1st and 4th year participantsof the study in terms of their perceptions and behavior related to learner autonomy as learnersand future teachers of English.