The role of metacognitive strategies in promoting learner autonomy: A case study at the ELT Department, Gazi University

in ABSTRACT This study has two aims. Firstly, it aims to identify the metacognitive strategy and learner autonomy profiles of EFL learners. The second aim of this study is to explore whether the learners who have developed metacognitive strategies are more autonomous than those who have not developed metacognitive strategies, or developed fewer metacognitive strategies. This study consists of 110 second-year Turkish University EFL learners studying at the department of ELT, Gazi University, Ankara. This study consists of five chapters. Chapter I introduces the background to the study, the problem, the aim, scope, method, and assumptions of the study. Chapter II includes the review of literature. In this chapter, theoretical background of language learning strategies, metacognitive strategies, and learner autonomy is provided. Moreover, researches done on these areas are presented. Chapter HI includes the methodology of the study. This chapter is made up of the research design, subjects of this study, instruments used, and these instruments' administration process. In chapter IV, the results of the data collection are presented and interpreted using the statistics. Chapter V is the conclusion part. In this chapter, the study is summarized briefly, pedagogical implications are provided, and suggestions for further research are presented.