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T H E  I N V E S T I G A T I O N  O F  T H E  I N S T R U C T O R S’  A T T I T U D E S  T O W A R D S  L E A R N E R  A U T O N O M Y  A T  P R E P A R A T O R Y  S C H O O L   V
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T H E I N V E S T I G A T I O N O F T H E I N S T R U C T O R S’ A T T I T U D E S T O W A R D S L E A R N E R A U T O N O M Y A T P R E P A R A T O R Y S C H O O L V


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  • 1. Cem BALÇIKANLI Gazi University, Faculty of Education, English Language Teaching Department E-mail: [email_address] Vilnius Lithuania 3–4 May 2007 THE INVESTIGATION OF THE INSTRUCTORS ’ ATTITUDES TOWARDS LEARNER AUTONOMY AT PREPARATORY SCHOOL
  • 2. learner autonomy
    • “ the ability to take charge of one's own learning” (Holec, 1981 :3 ) .
  • 3.
    • D uring th e learning process, no one can deny the vital role of teachers since the ability to behave autonomously for students are dependent upon their teacher creating a classroom culture where autonomy is accepted
    • ( Critchley, 2001:3) .
  • 4.
    • Research focus
    • to investigate
    • the instructors’ attitudes towards learner
    • autonomy
  • 5. Instrument
    • Camilleri’s questionnaire (1997)
    • and
    • two open-ended questions
  • 6. SCOPE
    • 51 English language instructors at Gazi University, Preparatory School.
    • 38 - female
    • 1 2- male
    • 1 - not specified
  • 7. Statement 4: Learners should be involved in decisions on the time, place and pace of the lesson. T he learners should be considered as equal partners and through the process of interaction, they thus should be given a share for determining the time, place and pace of the lesson (Dickinson, 1987 ). N ever Partly Much Missing 46% 34% 20% -
  • 8. Statement 5: Learners should be involved in decisions on the methodology of the lesson. learners need to be involved as equal partners in the decision making process regarding the methodology of the lesson if they are expected to take initiatives that shape their own learning processes and accept control over more aspects of their own learning (Little, 1991 ). Never Partly Much Missing 3 0 % 2 8 % 42% -
  • 9. Statement 6: Learners should be involved in decisions on classroom management. In order for the learners to feel the ownership over their learning contexts, they can be encouraged to formulate classroom and group rules through negotiation (Dörnyei, 2001 ). Never Partly Much Missing 26 % 4 4 % 28% 2%
  • 10. Statement 12: Learners should be encouraged to explore their own learning strategies. “ W ithout strategies, learners will remain trapped in their old patterns of beliefs and behaviors and never be fully autonomous” ( Wenden , 1998 ). Never Partly Much Missing 20% 29% 51% -
  • 11. Statement 13: Learners should be informed on how to study English better on their own. L earner training aim s to help learners develop the ability to take more responsibility for their own learning (Dickinson, 1993). Never Partly Much Missing 18% - 78% 4%
  • 12.
    • Thus,
    • .......
    • there has been a support towards learner autonomy among the participating instructors in the study.
    • ........
    • the majority of the instructors are rather positive towards learner autonomy in the teaching environment and regard some points of teaching and learning as more appropriate than others during the implementation of learner autonomy.
  • 13.
    • Comments on LA
    • learning is too vast a task to be limited to class hours.
    • learner autonomy helps the l earners to learn better.
    • spoon-feeding is not the correct way of teaching a foreign language.
    • Promoting LA
    • motivation
    • portfolio assessment
    • learner training
    • open-discussions
    • learner-strategy training
    • keeping journals
  • 14.
  • 15.
  • 16. Gazi University Gazi Faculy of Education Department of Foreign Languages Unit of English Language Teaching Res. Assist. Cem BALÇIKANLI [email_address] Thank you so much for your attention