Evolving learner autonomy through the knowledge of learning methods on high school students: An action research study

The present study aims to seeks the impact of action research (AR), which is based on Stronach's (1986) action model (as cited in McNiff, 1995), on autonomous learning (AL) through the knowledge of learning methods in an English as a foreign language (EFL) classroom in Türkiye. Conducted over two action cycles, the study aimed to enhance students' awareness and use of AL methods in selected with convenient sampling, an intact class consisting of 24 (23 males and 1 female) 11th grade vocational high school students participated in the study for 16 weeks in 2023-2024 educational and training year. The intervention, in the first AR cycle, consisted of weekly 20-minute debriefing sessions during six weeks, guided by Özer's (2002) learning methods framework, focusing on cognitive, metacognitive, and socio-affective techniques. The second AR cycle aimed to investigate whether informed learners would use these methods in English lessons and transfer them to other contexts. Data of this mixed-method study were collected through semi-structured interviews, student and teacher-researcher diaries, classroom observations, and a pre- and post-intervention administration of the Learner Autonomy Scale (Orakçı, 2017). Content analysis was used to systematically analyse the transcribed qualitative data (Miles & Huberman, 1994) and summaries of data were analysed according to the coding method (Strauss & Corbin, 1990). Also, one-sample t-test was applied to analyse the quantitative data using Jamovi, a statistical software package programme (Pallant, 2020). The findings of qualitative and quantitative data revealed a significant increase in students' autonomy levels, a change from routine and passive learning behaviours to more intentional and AL practices, and favourable opinions about the value of learning methods in English and other lessons. However, the study also uncovered barriers, such as limited material support and varying individual motivation. The study highlighted the collaborative and reflective nature of AR and emphasized the teacher-researcher's dual role in facilitating and observing learning transformations. The study offers implications for teachers, curriculum designers, educational policymakers and future studies seeking to integrate structured AL methods and strategies into educational practices of all school levels.