How tolerant we are

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How tolerant we are

  1. 1. Learner Autonomy! How tolerant you/we are as teachers???
  2. 2.  “Youcan bring the horse to water, but you can not make him drink. ( American Proverb)
  3. 3. Perspectives in Education
  4. 4. A 21st Century Perspective!
  5. 5. The term “AUTONOMY” First emerged in European Council’s Modern Language Project in 1971 and it aimed a lifelong learning for adults ( Benson , 2001).
  6. 6. Autonomy is; Situation in which learners study entirely on their own For a set of skills which can be learnt and applied in self directed learning An inborn capacity which is suppressed by institutonal education The exercise of learner’ responsibility for their own learning The right of learners to determine the direction of their own learning ( Benson 2001)
  7. 7. Autonomy is not; It is not a synonym for self-instruction, that is autonomy is not limited to learning without a teacher It does not require the teacher relinguish all responsibility and control to students It is not something that teachers do to learners that is ; it is not another teaching method İt is not a single, easily decribed behaviour It is not a steady state achieved by learner ( Benson, 2001)
  8. 8. Why it is important in LangugeEducation? A learner is an individual and has rights to determine what to learn, how to learn it and should have freedom to chose learning activities so that he will feel himself less pressured and this will enable him to be motivated more.
  9. 9.  There is dramatic increase in the world population there is a lack of teacher in all fields thus a teacher is supposed to educate more and more students than ever before Technology, self acces centres..
  10. 10. What are the characteristics of anautonomous learner? those who assume responsibility for their own learning; assess and evaluate progress and achievements; have basic knowledge about language learning; are able to use appropriate learning strategies, are able to make significant decisions about their learning and implement those decisions appropriately; have self-knowledge; have self-confidence in learning a language; can manage negative affective factors, can work cooperatively;
  11. 11. Education in Turkish Culture?? Holy Teacher
  12. 12. The only authority
  13. 13. Central Exams SBS, YGS, LYSs, KPSS ALES UDS …. ….
  14. 14. Previous Studies about “Autonomy” Anadolu University with 179 ELT students;Research Question Whether their four years of education makes any difference in their perception to learner autonomy ?Finding First year students were generally willing to take responsibility as learners of English while they need support in some aspects. Fourth grade students were generally have positive attitudes towars learner autonomy in their future students. ( Yıldırım , 2005)
  15. 15. Bilkent University ( 2005) 72 English language instructors working at different universities in Turkey . Reseach Question The attitudes of in-service language instructors attitudes to learner autonomy in their classroom.Findings The results revealed that ‘participants are neutral to slightly positive toward learner autonomy in their formal teaching environments. They consider some areas of teaching and learning as more suitable than others for learner autonomy. The outcomes also showed that the participating instructors’ attitudes towards learner autonomy change depending upon the facilities they are provided by their universities and the opportunities for authentic language use in their environments.’ ( Özdere, 2005)
  16. 16. Trakya University ( 2012) Aim The aim of this study is to investigate Trakya University English Language Teaching Department fourth grade students’ readiness for learner autonomy.
  17. 17. Setting and Participants• The participants of this study are 31 ELT fourth grade students in Trakya University which is a state university of Turkey in the city of Edirne.• The 11 of the participants are male and 20 of the participants are female.• We particulary focused on the fourth grade students as they have a four years of ELT education background and are supposed to have ideas about learner autonomy.• They are also the in-service teachers of next-year so their attitudes are important in terms of the short-objectives of Turkish Education system.
  18. 18. Instruments A five point Likert-scale questionnaire is used to investigate the students’ attitudes towards learner autonomy.
  19. 19. Research Questions1) In what aspects the fourth grade ELT students intend to support learner autonomy in their classrooms?2) What are the attitudes of fourth grade ELT students on learner autonomy?
  20. 20. 1-In what aspects the fourth grade ELT studentsintend to support learner autonomy in theirclassrooms? According to the questionnaire results learners they agree ; formulate his own explanations for classroom tasks find out learning strategies by themselves. be encouraged to make group/pair work should have right to choose classroom activities. usage of teaching materials type of homework
  21. 21. 1-In what aspects the fourth grade ELT studentsintend to support learner autonomy in theirclassrooms? The items with the lowest percentage of agreement. Teaching material selection Discipline matters Deciding the topics Quantity of Homework Record keeping of the marks gained
  22. 22. 2-What are the attitudes of fourth grade ELTstudents on learner autonomy? 38% of them are “Neutral” to the learner autonomy while none of them are Resistant. The rest 62% are “Supportive”. When analysed in terms of gender : male participants are more Supportive with a slight difference of 0,12 means.
  23. 23. DISCUSSION AND CONCLUSION The findings of the study revealed that the participants have positive attitudes to the learner autonomy They are willing to support it in their future classroom. None of the participants is “Resistant to learner autonomy 38% of them stayed “Neutral” to the learner autonomy which means they are willing to apply it in some conditions while they prefer to be the authority in the classroom in other conditions. It should be noted that the other participants who claimed to be “Supportive avoided to choose ‘Strongly Agree’ option rather they mainly preferred to choose ‘Agree’. This shows that even they support it, they do not think it is vital for the learning environment or they are hesistant to give the whole control to the students.
  24. 24. Influencing Factors may be: culture regional differences pre-determined course objectives, topdown curriculum, central Exams the attitudes of instutituon
  25. 25. REFERENCES Benson, P. & Voller, P. (Eds.) (1997). Autonomy and Independence in Language Learning. London: Longman. Özdere, M. ( 2005) State-supported Provincial University English Language Instructors’ Attıtudes towards Learner Autonomy. MA. Thesis Submitted to Bilkent University in July, 2005. Yıldırım, Ö. ( 2005) Elt Students’ Perceptions and Behavıor Related to Learner Autonomy as Learners and Future Teachers. MA. Thesis submitted to Eskişehir Anadolu University in June, 2005.

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