A Comparative Study of Learner Autonomy in Terms of Gender and Learning Contexts

Öz This paper aims at investigating learner autonomy of students at university level in terms of learning environment and gender. The participants were 100 university students, 43 of whom were male and 57 were female. An equal number of traditional (n=50) and distance education students (n=50) participated the study. In the study, Likert type Learner Autonomy Questionnaire (LAQ) developed by Egel (2003) was used to evaluate the learner autonomy in different dimensions. SPSS 20 was used to analyze the data. The results showed that there was a significant correlation between learner autonomy and education type of the students. Students getting conventional education were of the opinion that they were more autonomous. Results also indicated that some dimensions regarding learner autonomy such as readiness for self-direction and importance of class teacher changed according to gender type and there was a positive correlation between all the dimensions in questionnaire and learner autonomy.

Anahtar Kelimeler:

learner autonomu, , distance education

PDF

___

Al-Busaidi, S.S, Al-Maamari F.S. (2014). “Exploring university teachers’ understanding of learner autonomy”. Theory and Practice in Language Studies, 4(10), 2051-2060.

Balçıkanlı, C. (2010). “Learner Autonomy in Language Learning: Student Teachers’ Beliefs”. Australian Journal of Teacher Education, 35(8), 90-103.

Benson. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman.

Benson, P., & Voller, P. (Eds.) (1997). Autonomy and independence in language learning. London: Longman.

Chen, N. (2012). “Autonomous Learning in the Context of Computer-based Multimedia College English Teaching and Learning”. Theory and Practice in Language Studies, 2(12), 2541-2547.

Dickinson, L. (1987). Self-instruction in language learning. Cambridge: CambridgeUniversity Press.

Hokanson S.G. (2000) Distance Education in Foreign Languages. Rocky Mountain Review of Language and Literature, 54(2), 85-93.

Holec, H. (1981). Autonomy and foreign language learning, Oxford: Pergamon.

Hurd, S., Beaven, T., and Ortega, A. (2001). “Developing autonomy in a distance language learning context: Issues and dilemmas for course writers”. System 29.3, 341–355

Josh, K. R. (2001) “Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning”. Journal of Nelta, 16(1-2), 13-29.

Karagöl, D. (2008). Promoting learner autonomy to increase the intrinsic motivation of the young language learners (unpublished Master Thesis). Çukurova University, Turkey.

Little, D. (1995). “Learning as dialogue: The dependence of Learner Autonomy on Teacher Autonomy”. System, 23 (2), 175-181.

Littlewood, W. (1997). “Self-access: Why do we want it and what can it do?” In P. Benson & P. Voller (eds.), Autonomy and independence in language learning. London, UK: Longman, 79-92.

Luke, C.L. (2006). “Fostering learner autonomy in a technology-enhanced, inquiry-based foreign language classroom”, Foreign Language Annals, 39(1), 71-86.

McLoughlin, C., Lee, M.J.W. (2010). “Personalised and Self-Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software”. Australasian Journal of Educational Technology, 26(1), 28–43.

Najeeb, Sabitha. S. R. (2013). “Learner autonomy in language learning”. Procedia- Social and Behavioral Sciences, 70, 1238 – 1242.

Nakip, M. (2003). Marketing Research Techniques and Applications (SPSS Support). Ankara: Seçkin Yayıncılık.

Nunan, D. (1997). “Designing and adapting materials to encourage learner autonomy”. In P. Benson and P. Voller (eds.), Autonomy and independence in language learning. London, UK: Longman, 192-203.

Rumble, G. (1989). “Open Learning and Distance Learning: The Misuse of Language”. Open Learning, pp.32-40.

Smith, R. (2008). “Learner autonomy”, ELT Journal 62(4), 395-397, doi:10.1093/elt/ccn038.

Ushioda, E. (1996). The role of motivation. Dublin: Authentic Language Learning Resources.

Vanijdee, A. (2003). “Thai distance English learners and learner autonomy”. Open Learning, 18(1), 75–84.

Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall International.

White, C. (1995). “Autonomy and Strategy Use in Distance Foreign Language Learning: Research Findings”. System, 23(2), 207-221.

Yapıörer A, N. (2013). EFL Learners’ Conceptions of Learner Autonomy, (unpublished Master Thesis). Çağ University, Turkey.

Yeung, M. (2016). “Exploring the Construct of Learner Autonomy in Writing”, The Roles of Motivation and the Teacher English Language Teaching, 9(8), 122-139.

Zuhuang, J. (2010). “The Changing Role of Teachers in the Development of Learner Autonomy Based on a Survey of ‘English Dorm Activity’”. Journal of Language and Research, 1(5), 591-595.