Developing learner autonomy in the language class in Turkey: voices from the classroom

Abstract

This article draws on qualitative interview data from a case study of an English teacher in Turkey. It explores the implementation of learner autonomy in English as a foreign language classroom and identifies the challenges, such as students' negative attitudes towards classroom practices, dissatisfaction with the language learning activities and lack of motivation among the students, the teacher encountered while promoting learner autonomy. The main purpose of the paper is to analyse the issues that have emerged during the process of implementing learner autonomy in language learning with specific reference to the case study conducted and to discuss the themes relevant to its classroom practice.

Experiences with Autonomy: Learners’ Voices on Language Learning

“…As has been reported by others (e.g., Inozu, 2011;Sakai et al, 2010), sometimes these efforts to promote learner autonomy in the classroom can be thwarted by a variety of factors. In particular, learners' preconceived notions about what language learning should be, and what a language teacher should do, can influence how pedagogical practices, such as the ones used by teachers in this study, are taken up by learners.…”

“…On the other hand, well-meaning efforts to develop learner autonomy on the part of teachers can sometimes have unanticipated or unintended results. A few studies have looked explicitly at specific teaching practices related to encouraging learner autonomy and reported their effect on learner perceptions, attitudes, and experiences (e.g., Inozu, 2011;Reinders, 2010;Sakai, Takagi, & Chu, 2010). For example, Inozu (2011) collected qualitative interview data from a teacher in Turkey who took part in a case study focusing on the implementation of learner autonomy in language learning in his secondary school English classes.…”

Toward a negotiated autonomy: Culture, teaching perceptions, and participation of Bhutanese refugees in an adult migrant English program in Australia

“…This is due to the fact that autonomy is operationalized in the culturally constructed nature of classroom settings (Ho & Crookall, ). The Western style of autonomy, with its emphasis on individualism and freedom, may be culturally inappropriate to non‐Western learners who are accustomed to teacher‐led instruction (Inozu, ; Yıldırım, ). Sonaiya () raises a cultural critique of autonomy on the grounds that the Western cultural values embedded in the autonomous learning method is inappropriate in African contexts.…”

Motivation and Autonomy as Predictors of Foreign Language Proficiency among the Iranian Students of Distance vs. Traditional Universities

“…Similarly, Dickinson (1987) defines an autonomous learner as the one who has "… complete responsibility for one's learning, carried out without the involvement of a teacher or pedagogic materials" (p. 11). In the same way, Kohonen (2003) attributes learner autonomy to learner development, arguing that the learner should be developed both as a language user and as a student. The learner needs to develop his personal awareness and self-direction, awareness of language and communication, and awareness of the learning process.…”