Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

Authors

  • Gökhan Öztürk Anadolu University, Department of Foreign Language Education

https://doi.org/10.17583/ijep.2019.4427

Keywords:


Downloads

Abstract

This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.

Downloads

Download data is not yet available.

Author Biography

Gökhan Öztürk, Anadolu University, Department of Foreign Language Education

Gökhan ÖZTÜRK, PhD is a faculty member at Anadolu University Faculty of Education, Department of Foreign Language Education. His research interests are second language teacher education and affective factors in language learning and teaching

References

Balçıkanlı, C. (2010). Learner Autonomy in Language Learning: Student Teachers’ Beliefs. Australian Journal of Teacher Education, 35(1), 90-103.

Google Scholar Crossref

Barlas, F. (2012). ELT learners’ views on learner autonomy at Balikesir University Necatibey Education Faculty (Unpublished master’s thesis). Balikesir University, Balikesir

Google Scholar Crossref

Camilleri, G. (1999). Learner autonomy: The teachers’ views. Retrieved 20 January 2013, from http://archive.ecml.at/documents/pubCamilleriG_E.pdf.

Google Scholar Crossref

Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6 (4). 505-519.

Google Scholar Crossref

Chu, M. P. (2004). College students’ and their teachers’ perceptions and expectations of learner autonomy in EFL conversation classroom in Taiwan (Unpublished doctoral dissertation), Texas A&M University.

Google Scholar Crossref

Clemente, M. (2001). Teachers’ attitudes within a self-directed learning scheme. System, 29,1, 45–67.

Google Scholar Crossref

Creswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.

Google Scholar Crossref

Çakır, A., & Balçıkanlı, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers’and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1-16.

Google Scholar Crossref

Dam, L. (1995) Learner Autonomy 3: From Theory to Classroom Practice. Dublin: Authentik

Google Scholar Crossref

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Google Scholar Crossref

Demircan Yıldırım, F. (2014). Identifying EFL instructors’ beliefs and practices on learner autonomy (Unpublished MA Thesis), Ufuk University, Ankara.

Google Scholar Crossref

Dickinson, L. (1993). Talking shop: Aspects of autonomous learning, an interview with Leslie Dickinson. ELT Journal, 47(1), 330-341.

Google Scholar Crossref

Dornyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.

Google Scholar Crossref

Fabela-Cárdenas, M. A. (2012). The impact of teacher training for autonomous learning. Studies in Self-Access Learning Journal, 3(3), 215-236.

Google Scholar Crossref

Gabryś-Barker, D. (2017). Preservice Teachers' Perceptions of Teacher Autonomy. In W M. Pawlak, A. Mystkowska-Wiertelak, J. Bielak (Eds.) Autonomy in Second Language Learning: Managing the Resources (pp. 161-177). Cham, Switzerland: Springer

Google Scholar Crossref

Harmer, J. (2007). How to teach English-New edition. Pearson Longman.

Google Scholar Crossref

Holec, H. (1981) Autonomy and foreign language learning. Oxford: Pergamon.

Google Scholar Crossref

Holden, B., & Usuki, M. (1999). Learner autonomy in language learning: A preliminary investigation. Bulletin of Hokuriku University, 23, 191–203

Google Scholar Crossref

Kojima, H. (2008). A collaborative, autonomous, and reflective approach to student teaching in pre- service EFL teacher education. JACET Journal, 46, 1–15.

Google Scholar Crossref

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authen

Google Scholar Crossref

Little, D. (1996). The politics of learner autonomy. Learning Learning, 2(4), 7-10.

Google Scholar Crossref

Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35 (3), 351-361.

Google Scholar Crossref

McGrath, I. (2000). Teacher autonomy. In B. Sinclair, I. McGrath & T. Lamb (Eds.). Learner autonomy, teacher autonomy: Future directions (pp. 100-109). Essex: Pearson Education Limited.

Google Scholar Crossref

Masouleh, N. S., & Jooneghani, R. B. (2012). Autonomous learning: A teacher-less learning!. Procedia Social and Behavioural Sciences, 55, 835-842

Google Scholar Crossref

Naizhao, G., & Yanling, Z. (2004). An empirical investigation of learner autonomy in some EFL classes in China. Paper presented at the AARE 2004 Conference, Melbourne, Australia.

Google Scholar Crossref

Oxford, R. L. (1999). Relatıonshıps between second language learning strategies and language profıcıency in the context of learner autonomy and self-regulation. Revista Canaria de Estudios Ingleses, 38, 109-126.

Google Scholar Crossref

Paiva, V., & Braga, J., (2008). The complex nature of autonomy. DELTA Online, 24, 441-468. Available online: http://dx.doi. org/10.1590/S0102-44502008000300004

Google Scholar Crossref

Sofracı, G. (2016). Perceptions of EFL Instructors And Turkish EFL Students As Prospective Teachers About Learner Autonomy And The Comparıson Of Their Perceptions (Unpublished MA Thesis). Pamukkale University, Denizli.

Google Scholar Crossref

Tort-Moloney, D. (1997). Teacher autonomy: A Vygotskian theoretical framework. Centre for Language and Communication Studies Occasional Paper No.48, 1-54. https://eric.ed.gov/?id=ED412741

Google Scholar Crossref

Vazquez, B. M. (2018). Teacher development for autonomy: an exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching, 12 (4), 387-398.

Google Scholar Crossref

Yıldırım, Ö. (2005). ELT Students' Perceptions and Behavior Related to Learner Autonomy as Learners and Future Teachers (Unpublished MA Thesis). Eskişehir: Anadolu University.

Google Scholar Crossref

Downloads

Published

2019-10-24

Almetric

Dimensions

How to Cite

Öztürk, G. (2019). Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study. International Journal of Educational Psychology, 8(3), 298–316. https://doi.org/10.17583/ijep.2019.4427

Issue

Section

Articles