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LEARNER AUTONOMY: WHAT WE NEED TO FOSTER AND HOW

Journal Name:

  • Çukurova Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2007

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Learner autonomy has much to offer to language learners. It promotes not only learning outside the formal education, but also empowering learners to decide on their needs and to work on them. Autonomous language learning will typically entail reflection on the learning process, setting goals, and striving to achieve these goals, while actively being involved in the decision-making processes of their learning. This study inquires about whether or not learner autonomy is practiced by the students, without any formal education, preparatory year programme, in ELT department, at Çukurova University. The findings indicate that the participants are autonomous language learners who employ reflection, goal setting, and taking initiative to achieve their goals. Nevertheless, their responses show that they prefer the comfort of having the teacher as the sole decision-maker.
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Abstract (Original Language): 
Eğitimde öğrenci otonomu dil öğrencileri için öğrenme süreçlerinde çok büyük fayda sağlamaktadır. Yalnızca resmi eğitim kurumları dışında öğrenimin devam etmesini sağlamakla kalmaz, aynı zamanda öğrencilere kendi ihtiyaçları doğrultusunda çalışma imkanı sunar. Dil öğreniminde otonom, öğrenme sürecini detaylı olarak etüt etme, hedefler belirleme, bu hedeflere ulaşmak için aktif bir çaba içerisinde olma, ve öğrenme sürecinde verilecek kararlarda doğrudan söz sahibi olmayı beraberinde getirir. Bu çalışma, Çukurova Üniversitesi, İngiliz Dili Eğitimi ABD, hazırlık öğrencilerinin bu alanda resmi bir eğitim almadan ne derece otonom bir yaklaşım sergilediklerini araştırmaktadır. Bulgular katılımcıların öğrenme süreçlerini etüt eden, hedefler belirleyen, ve bu doğrultuda çalışan otonom sahibi öğrenciler olduklarını göstermektedir. Ancak, veriler aynı zamanda katılımcıların karar verme sürecini öğretmene bıraktıklarını göstermektedir.
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  • 34
143-152
  • English

REFERENCES

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