EFL Teachers' Perceptions on Learner Autonomy

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dc.contributor.authorYaşar, Ümit
dc.contributor.authorTüm, Gülden
dc.date.accessioned2025-03-06T21:03:56Z
dc.date.available2025-03-06T21:03:56Z
dc.date.issued2021
dc.departmentÇağ Üniversitesi
dc.description.abstractLearner autonomy is the ability to take charge of one's own learning, have the capacity for detachment, critical reflection, decision making, and independent action. There have been studies conducted on learner autonomy at university level but not at the secondary school level. The present mixed type research was aimed to explore secondary school EFL teachers' perceptions about what learner autonomy is, and what their role in promoting learner autonomy, desirability and feasibility of learner autonomy is. The participants were selected by purposive sampling method. A questionnaire and a structured interview, which were designed by Al-Busaidi (2012) were adopted and implemented. The data collected from the questionnaire was analyzed with SPSS software and the data collected through structured interviews was exposed to qualitative thematic analyses. The results reveal that one of the biggest challenges in implementing learner autonomy is students’ lack of motivation, interest, and reluctance to take responsibility of their learning. It is also confirmed that there is a strong correlation between the motivation and learner autonomy both of which trigger the development of each other.
dc.description.abstractLearner autonomy is the ability to take charge of one's own learning, have the capacity for detachment, critical reflection, decision making, and independent action. There have been studies conducted on learner autonomy at university level but not at the secondary school level. This mixed type research was aimed to explore secondary school EFL teachers' perceptions about what learner autonomy is, what the teachers’ role in promoting learner autonomy, desirability and feasibility of learner autonomy is. The participants were selected by purposive sampling method. A questionnaire and a structured interview, which were designed by Al-Busaidi (2012) was adopted and implemented. The data collected from the questionnaire were analyzed with SPSS 26.0 software and the data collected through structured interviews was exposed to qualitative thematic analyses. The results reveal that one of the biggest challenges in implementing learner autonomy is students’ lack of motivation, interest, and reluctance to take responsibility of their learning. It is also confirmed that there is a strong correlation between the motivation and learner autonomy both of which trigger the development of each other.
dc.identifier.doi10.29250/sead.984213
dc.identifier.endpage336
dc.identifier.issn2548-0898
dc.identifier.issue3
dc.identifier.startpage316
dc.identifier.urihttps://doi.org/10.29250/sead.984213
dc.identifier.urihttps://hdl.handle.net/20.500.12507/2186
dc.identifier.volume6
dc.language.isoen
dc.publisherSınırsız Eğitim ve Araştırma Derneği
dc.relation.ispartofThe Journal of Limitless Education and Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250215
dc.subjectLearner autonomy
dc.subjectperceptions
dc.subjectfeasibility
dc.subjectEFL teachers
dc.subjectLearner autonomy
dc.subjectperceptions
dc.subjectfeasibility
dc.subjectdesirability
dc.subjectEFL teachers
dc.titleEFL Teachers' Perceptions on Learner Autonomy
dc.title.alternativeEFL Teachers’ Perceptions on Learner Autonomy
dc.typeArticle

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