An Investigation of Learner Autonomy in Turkish EFL Context

Çakıcı, Dilek

doi:10.5430/ijhe.v6n2p89

Cited by 17 publications

(16 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On the questionnaire that were administered to teachers, all the four perspectives that representing the idea of learner autonomy had supports from teachers through their responses. The findings found in this present study echo with the study of Lengkanawati (2017), Doğan & Hakkı (2017), Cakici (2017) and Begum (2019), indicating that teachers are desirable to inculcate learner autonomy in their teaching. In finding more information regarding what actually learner autonomy means for teachers, most of teachers stated that they considered learner autonomy as learners' initiated to learn and associated it with the learners' responsibility to find out the information with or without teachers' assistance.…”

Section: Discussionsupporting

confidence: 85%

Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy

Wirapatni

Nitiasih

Artini

2021

JERE

View full text Add to dashboard Cite

Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.

show abstract

Section: Discussionsupporting

confidence: 85%

Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy

Wirapatni

Nitiasih

Artini

2021

JERE

View full text Add to dashboard Cite

show abstract

“…Autonomy in healthcare practice is reported to allow junior doctors to feel ready for more senior, unsupervised roles, to work more in diffi cult scenarios involving team leadership and risk acceptance [10]. Autonomy in the educational context is associated with creation of a new, subject-oriented type of education [21], growth of one's independence, personal empowerment, ability to make decisions and choices [22,23]. A lot of modern conceptions of autonomy in education emphasise teachers' or/and students' capacity to take control of their own activities through planning, making choices and taking responsible decisions.…”

Section: Resultsmentioning

confidence: 99%

The autonomy-oriented approach as a way to develop higher medical education

Gavrilyuk

2018

Medical University

View full text Add to dashboard Cite

The paper emphasises the potential of the autonomy-oriented approach as a scientific basis for the development of innovative training practices in medical universities of Russia. Based on a review of research, theory, and current teaching practices in Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical University, the paper considers both theoretical and practical aspects of the autonomy-oriented approach implementation in higher medical education. The benefits of the autonomy-oriented approach for both undergraduate and postgraduate medical students are demonstrated from the perspective of the Self-Determination Theory. Our findings indicate that the autonomy-oriented approach in higher medical education is associated with a more “personalised” teaching style through supporting students’ self-determination, engagement and autonomy. The summative evaluation of the results of the study with participation of 54 medical students and 33 medical university teachers suggests that the use of the autonomy-oriented approach in higher medical education leads to effective implementation of creative, innovative, contextual and problem-based training techniques as well as students’ and teachers’ personal and professional self-development.

show abstract

“…Giveh, 2018), 'independent learning' (e.g. Cakici, 2017), or 'out-of-class learning' (e.g. Wu, 2012).…”

Section: Findings 1 How Is Ell Autonomy Conceptualized?mentioning

confidence: 99%

Autonomy of English Language Learners: A Scoping Review of Research and Practice

Chong¹,

Reinders²

2021

Preprint

View full text Add to dashboard Cite

Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualised and operationalised. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this paper we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualisations and numerous operationalisations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.

show abstract

An Investigation of Learner Autonomy in Turkish EFL Context

Cited by 17 publications

References 11 publications

Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy

Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy

The autonomy-oriented approach as a way to develop higher medical education

Autonomy of English Language Learners: A Scoping Review of Research and Practice

Contact Info

Product

Resources

About