Learner autonomy in skill-based language improvement courses in an undergraduate ELT program

The present study aimed to explore the extent to which the three skill-based language improvement courses in the first semester of the undergraduate English Language Teaching (ELT) program at Eastern Mediterranean University (EMU) promote learner autonomy as perceived by the students and the course instructors. To achieve this aim, the students‟ perceptions of learner autonomy in these courses were identified by administering them a questionnaire and the instructors‟ perceptions were obtained through interviews. Moreover, class observations were conducted to find out whether or not learner autonomy was actually promoted in the above mentioned classes. This study was a qualitative case study which includes both qualitative and quantitative data. It was also an evaluation study which adopted naturalistic and descriptive inquiry approach. The participants of the study were 87 students taking the three skill-based courses and the four instructors teaching these courses. Both qualitative and quantitative data were gathered through three parallel student questionnaires, teacher interviews, and class observations. The results of the study revealed that generally the three skill-based language improvement courses promote learner autonomy, as perceived by the students. However, the instructors‟ perceptions of learner autonomy in these courses were comparatively less positive. In other words, the teachers stated that they try to promote learner autonomy in their classes through some activities such as strategy training, and giving options in presentation or project topics, but due to some reasons like students‟ backgrounds, course materials, etc., they cannot fully foster learner autonomy in these courses. Similarly, the class observations also show that only few class activities were leading to learner autonomy. In addition, the results of the study included some suggestions from the students and the instructors; they proposed to make some changes in the existing courses in order to make them more effective in terms of promoting learner autonomy. To conclude, the findings of the present study may have the following implications for teaching and further research: i) The existing materials should be replaced by the materials which include more strategy-training and more activities/tasks promoting autonomy; ii) Various supplementary/self-study activities should be utilized; and, iii) The students should be involved in decision making. Keywords: Autonomy, Leaner Autonomy, Decision Making, Strategy Training, Perceptions.