ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ

Bu çalışmanın amacı öğrenci ve öğretmenlerin öğrenci özerkliğini nasıl algıladığını ve İstanbul, Türkiye’de bir İngilizce Hazırlık Okulu’ndaki özerk öğrenme ile alakalı görüşler arasında farklılık olup olmadığını incelemektir. Aynı zamanda, bu çalışma özerkliğin öğrenci sorumlulukları açısından nasıl algılandığını ve katılımcıların düşünceleri arasında bir farklılık olup olmadığını incelemektedir. Bunun dışında, bu çalışma aynı zamanda her iki grup tarafından özerk öğrenmeyi teşvik ederken yaşadıkları zorlukları incelemektedir. Veriler anketler ve her iki grupla yapılan görüşmeler aracılığıyla toplanmıştır. Bulgular, öğrenci özerkliğinin üniversite seviyesinde teşvik edilmesinin ne kadar önemli olduğunu göstermiştir. Son olarak, bu çalışmanın bulguları sınav bazlı eğitim durumunun hem öğrencilere hem de öğretmenlere öğrenen özerkliğini destekleme konusunda önemli güçlükler oluşturduğunu gün yüzüne çıkarmıştır. Bu bulgular doğrultusunda, İngiliz Hazırlık Programlarında öğrenen özerkliğinin teşvik edilmesi konusunda bazı çıkarım ve önerilere de çalışmanın ilerleyen kısımlarında değinilmiştir.

AN INVESTIGATION OF LEARNER AUTONOMY IN LANGUAGE LEARNING IN TERTIARY EDUCATION: FROM THE PERCEPTIONS OF STUDENTS AND TEACHERS

The aim of this study is to investigate how the students and instructors perceive learner autonomy as well as examine whether there are any differences between their perceptions regarding autonomous learning in an English language preparatory program in İstanbul, Turkey. The study also attempts to find out how autonomy is perceived by the participants regarding student responsibilities and to identify the differences between their perceptions of the aforesaid variable. Besides, this research attempts to reveal the challenges faced by the students and instructors while promoting autonomous learning in language classrooms. The data were obtained from questionnaires and semi-structured interviews administered to the two groups of participants. The findings revealed that learner autonomy should be closely addressed at tertiary level classes to promote more autonomous behaviors. Finally, the exam-oriented educational context was perceived as the only challenge to both instructors and students in their efforts to promote autonomous learning. Based on the findings, implications and suggestions about promoting learner autonomy in language preparatory programs were provided further in this study. 

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