EFL Student Teachers’ Learning Autonomy
Title
EFL Student Teachers’ Learning Autonomy
EFL Student Teachers’ Learning Autonomy
Keywords: EFL, learner autonomy, autonomous language learning, self-assessment
Authors
Nehir Sert
Baskent University, Turkey
Nehir Sert
Baskent University, Turkey
Bio Data
Dr. Nehir Sert got her Ph.D degree in TEFL from Ankara University. She began her career as an English teacher and later joined Hacettepe University. She worked there from 1998 to 2001 as an instructor in the Department of Linguistics. She has been currently working as an assistant professor in the Department of Foreign Language Teaching at Baskent University since 2001.
Abstract
The present study aims to investigate English language learning autonomy among EFL student teachers in Turkey. Fifty-seven first year student teachers in the English Language Teaching Program of a Turkish University participated in this case study. Qualitative data were gathered through structured and unstructured class observations, structured and unstructured interviews with students, and document analysis. To strengthen the study design through triangulation, quantitative methods of data collection were also applied for more vigorous interpretation of the students’ capacity for self-assessment in autonomous language learning. This was conducted using a Swiss version of the Council of Europe’s self-assessment checklists, and one of the past examination papers of FCE (First Certificate in English December 1998). Both qualitative and quantitative data indicate that the students seem to be unable to identify what language to master and how to do so efficiently. Furthermore, results indicate that they lack the capacity for self-assessment in monitoring their own language learning process. Suggestions are put forward to encourage student teachers to become more autonomous. This assumes that increased awareness of autonomous learning and its benefits will enhance their own self-governing capacity which may, in turn, contribute to higher achievement and motivation. As a consequence, it is argued that this development among student teachers may have a positive effect on the development of autonomous learning among their future students.
The present study aims to investigate English language learning autonomy among EFL student teachers in Turkey. Fifty-seven first year student teachers in the English Language Teaching Program of a Turkish University participated in this case study. Qualitative data were gathered through structured and unstructured class observations, structured and unstructured interviews with students, and document analysis. To strengthen the study design through triangulation, quantitative methods of data collection were also applied for more vigorous interpretation of the students’ capacity for self-assessment in autonomous language learning. This was conducted using a Swiss version of the Council of Europe’s self-assessment checklists, and one of the past examination papers of FCE (First Certificate in English December 1998). Both qualitative and quantitative data indicate that the students seem to be unable to identify what language to master and how to do so efficiently. Furthermore, results indicate that they lack the capacity for self-assessment in monitoring their own language learning process. Suggestions are put forward to encourage student teachers to become more autonomous. This assumes that increased awareness of autonomous learning and its benefits will enhance their own self-governing capacity which may, in turn, contribute to higher achievement and motivation. As a consequence, it is argued that this development among student teachers may have a positive effect on the development of autonomous learning among their future students.
[private]
See pages 180-201
[/private]Category: Main Editions, Volume 8 Issue 2
