(MIS)Match between teacher-learner autonomy perceptions and its relationship with EFL learners' achievement in language learning

The aim of this study is to determine the relationships of Turkish English Language Teaching (ELT) teachers and ELT learners' perceptions' of learner autonomy with ELT learner's achievement in language learning. Particularly, the study aimed at investigating to what extent ELT learners' and ELT teachers' perceptions are related to learner autonomy match and its relationship with achievement scores of ELT learners. Participants of the current study were 23 ELT teachers and 100 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate to advanced. Teachers' experience years in this profession varies from 2 years to 15 years. Teachers hold at least bachelor degree in this profession. The proficient level of the learners are determined by a specific exam named ALCPT(American Language Placement Test ) which is administered to learners in each term. Learners are put into different level varying from beginner, elementary, intermediate to advanced depending on the score they get. The current study was implemented in a public institution offering four-year university where the learners are both academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Although the academic language of the school is not English, it is given special attention and quite an important amount of time in the curriculum due to the necessity of the prospective career of the learners. In order to reach aim of the study, first of all 120 university learners with different language levels were given a learner autonomy questionnaire aiming to determine their perceptions' of learner autonomy and 100 of the learners responded the items. Then the same questionnaire was adapted for the teachers and administered to 25 ELT teachers and 23 of them responded the items. In order to support the quantitative data with qualitative data, semi-structured interview sessions were held with 10 teachers and 18 learners from four different grades. While choosing participants for interview, there were at least 3 learners from different proficiency levels varying from beginner to advanced level of learners and 3 learners from each class. The quantitative data coming from the questionnaire was analyzed with the help of SPSS by applying chi-square and correlation analysis. The qualitative data from the interview was analyzed to determine whether the perception of teacher –learner on learner autonomy match or mismatch. At the end of the process, achievement scores of learners were compared with the results of the questionnaire and interview to see to what extent this match/mismatch affects learners' achievement. Quantitative data indicated that there is not much difference between teachers and learners. Qualitative data from semi structured interview supported quantitative findings. Result of the study showed the match between ELT teachers' and learners' perceptions related to learner autonomy has no clear impact on the achievement score of ELT learners.