EXPLORING THE RELATIONSHIP BETWEEN MINDFULNESS AND LEARNER AUTONOMY IN EFL CONTEXT

Abstract

This study was conducted to explore the relationship between mindfulness and learner autonomy in EFL context. The study also examined the perceptions of the students in terms of mindfulness and learner autonomy. With these aims, the study was carried out in a state university in Elazığ, Turkey, with 155 preparatory class students. Adopting a mixed research design, the researcher employed both qualitative and quantitative data collection tools: two scales including Mindful Attention and Awareness Scale and Autonomy Perception Scale were administered to the students, and semi-structured interview was used to learn about students’ perceptions related to the aforementioned issues. The quantitative data were analyzed using descriptive statistics, independent two samples t-tests, Pearson correlation and the qualitative data were analysed via content analysis. The results showed that there was a small correlation between mindfulness and learner autonomy. Additionally, the students were found to have a low level of autonomy and a moderate level of mindfulness. Females and males did not differ in terms of mindfulness while females turned out to be more autonomous than males. Qualitative data analysis also supported that the students did not perform mindful and autonomous behaviours adequately.