Investigation of learner autonomy and perceptions of lifelong learning competence in foreign language education for middle school students

The purpose of this study is to examine the relationship between learner autonomy in foreign language education and lifelong learning skills among middle school students. The study employed a correlational survey model, one of the quantitative research methods. The study population consists of students attending middle schools in the Yunusemre district of Manisa province in 2024. The study sample comprises 647 middle school students, selected using convenience sampling, one of the purposive sampling methods. As data collection tools, the "Learner Autonomy Scale" developed by Orakçı (2017) and the "Lifelong Learning Skills Scale" developed by Çiftçibaşı et al. (2020) were used. Data analysis was conducted using SPSS 25.0 statistical software, and Pearson Correlation analysis was performed to determine the relationship between students' learner autonomy and lifelong learning skills. One-Way Analysis of Variance (ANOVA) and Independent Samples T-test were conducted to determine whether participants' learner autonomy and lifelong learning skills differed according to various variables. The study findings revealed that students' learner autonomy levels were very high, while their lifelong learning skills levels were moderate. Based on the correlation analysis conducted, a statistically significant, positive, and low-level relationship was found between learner autonomy in foreign language education and lifelong learning skills among middle school students.