Sınıf dışı etkinlikler yoluyla öğrenen özerkliği ve dil yeterliliği arasındaki ilişkinin incelenmesi

Learner autonomy is a key concept in language learning. It means taking charge of one's own learning process (Holec, 1981). Reaching a good level of language proficiency requires taking responsibility for learning. A learner should have the autonomous ability, attitude, and action to reach achievement (Oxford, 1999). Thus, students should be encouraged to be autonomous in many ways. In this thesis, participants' learner autonomy was handled from different dimensions and the relationship between learner autonomy and language proficiency was discussed. In addition, students' out-of-class activities were examined as it is the reflection of learner autonomy on behavior. The main purpose of this thesis is to investigate the relationship between learner autonomy and language proficiency through a comparison of learner autonomy characteristics and out-of-class activity preferences with students' English course success. The participants are the 8th-grade students from a state secondary school in Turkey. Two questionnaires (Autonomy Learner Questionnaire which mostly measures ability and attitude and Out-of-class Activity Questionnaire which is based on actual behavior) were administered to the participants. Descriptive and ANOVA analysis methods were used to observe the characteristics of the students and the differences between the success groups which were determined according to students' course successes. Findings show that students generally have a moderate level of learner autonomy. On the other hand, significant differences were found in favor of successful students in terms of learner autonomy. Further findings show that successful students are more autonomous from the dimensions of readiness for self-direction, independent work in language learning, selection of content, and eagerness to learn the target language culture. In addition, it was observed that watching subtitled films and serials, individual work with English textbooks, and active listening to English songs are the most preferred out-of-class activities. It was observed that successful students devote more time to their out-of-class activities than unsuccessful students who spend quite little time. In conclusion, this thesis suggests that being successful in language learning requires autonomous attitudes and abilities as well as autonomous behaviors such as out-of-class activities. Keywords: learner autonomy, language proficiency, English course success, out-of-class activities.