Üniversite İngilizce Hazırlık Sınıflarında Öğrencilerin ve Okutmanların Öğrenen Özerkliği İle İlgili Görüşleri

Abstract

The aim of the study is to reflect the opinions about leaner autonomy of the learners who study foreign languages and of the instructors teaching foreign languages in prep classes. In accordance with this aim, a school of foreign language at a university Turkey has been picked. The study group consists of 435 learners receiving education in the school of foreign languages and 49 instructors teaching English those students. Level system in the school where this study is carried out is used to teach English. This system includes A1, A2 and B1 classes. Each class lasts for 10 weeks and the learners succeeding in the exams related to four basic language skills at the end of the 10 weeks have a right to be qualified for the next class. In order to determine to what extent individuals at issue and the education have learner autonomy, this study was carried out with these students at B1 classes in the third term by taking the fact that they need education into consideration. Two tools were used to collect data in this study. On the purpose of obtaining valid data from the study, for learners, a survey and for instructors, interview were generated in order to evaluate their opinions about learner autonomy. All the opinions about learner autonomy were collected via these interviews. As a result of the study, it was concluded; • that when their skills on English language are investigated, learners’ extracurricular learning purposes, extracurricular activity selection, finding useful resources while learning, defining strengths and weaknesses on language learning, creating atmosphere to exercise English and skills for suitable methods for learning English are over the average, • that when the instructors are asked what learner autonomy is, commonly used words are responsibility, awareness, self-confidence, decision-making, risk-taking, activeness, willingness and independence, • that when the instructors are asked to assess their students’ learner autonomy, most of instructors express that their learners don’t have learner autonomy.