EFLâ€™S TEACHERS VIEWS ON LEARNER AUTONOMY
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EFLS TEACHERS VIEWS ON LEARNER AUTONOMYWHOSE MATTER IS THIS EDUCATION?
WHO NEEDS TO BE SUCCESSFUL ?WHO HAS THE ABILITY TO FULLFILL THIS EDUCATION?
WHO HAS THE INFORMATION FOR THIS EDUCATION?
WHO HAS THE BEST FACTORY FOR THIS EDUCATION?
THEN WHERE THE LEARNERS GO AWAY?
CAN THE TEACHERS MAKE THEM WAKE UP?
OR THE TEACHERS GO MAD?
TEACHERS CAN NOT REACH THE LEARNERS
THEN ROLES AND RESPONSIBILITIES NEED TO BE THOUGHT AGAIN?
TEACHERS & LEARNERSWHO NEEDS TO SUPPORT WHOM?
TEACHERS ROLES ARE CHANGING?
LEARNERS HAVE DIFFERENT NEEDS-INTERESTS-INPUTS THAN WE HAD ONCE?
TEACHERS, HELP THEM LEARN?
BECAUSE LEARNERS CAN HAVE TEACHER WITH THEM FOREVER?
THEY NEED TO BE THEIR OWN TEACHERS
AUTONOMOUS LEARNERS CAN HAVE LIFE LONG LEARNINGLEARNER AUTONOMY?Reinders -2000act of learningBUT learners need to find their own way of learning= how to study alone and direct their learning= SOLeslie-1987must be autonomousHolec 1981the ability to take charge of ones learningSOCandy-1989can be exercised in planning, monitoring and evaluating learning activities including both content and process of learningANDLittlewood-1999learners should take more responsibility in the learning processBECAUSElearning can only be performed by learners themselves and need to gain the ability to carry on their own learning after schoolMOREOVERLittle-1991learners take over the control in many process which have traditionally belonged to the teacher, such as deciding on learning objectives, selecting leaning methods, evaluating and monitoring the learning processANDa capacity which helps learners to personalize what they have learned and transfer it to another contextBUTDam-1995, Vanijdee-2003, Naiman-2000should have willingness to authorize their own learning and lifeBECAUSEKiho- 2000a kind of self-determinationWAYS TO EMPLOY?
Benson and Voller- 1977LA should feature; A situation in which learners study entirely on their ownA set of skills which can be learned and applied in self-directed learningAn inborn capacity which is suppressed by institutional educaitonThe exercise of learners responsibility for their own learningThe right of learners to determine the direction of their own learningChan- 2001stages for learners to expand their roles to take charge of their own learning;Setting learning goalsIndetifying and developing learing strategies to achieve the goalsDeveloping study plansReflecting on learningIndetifiying and selecting relevant resources and supportAssessing ones own progressWHY TO EMPLOY?Cotteral 1995Philosophicallearners have the right to make choices for their own learningPedagogicallearners learn more efficiently when they are involved in the learning process Practical learners feel more secure when they are involved in decision making process for their own learning processLittle -2002, Akba and zdemir- 2002learners should be ready to learn in every part of their lifeChan- 2001learners need to be helped to find ways of their own learningThanasoulas- 2000learners need to be aware of and identify their own strategies to take control over their own learningCamirelli- 1999learners should learn how to studyChuck-2003learners should develop some awareness to make decisions about their own learningDias 2000, Healey, 2002learners need to be provided with learning techniquesBenson-2001, Dam-1995, Camirelli- 1999, Camirelli- 2000taking responsibility and being independent are main elements in learner autonomySinclair-1997, Cotteral-2000learner autonomy is a general educational goalTarget qualities for every member of the Turkish naiton are;Having and fulfilling the responsibilities for the republic and societyPossessing independent and scientific way of thinkingWorking independently and collaborativelyKaracaolu and ubuk-2002 Demirel-2005; ELP ( European Language Portfolio) ;requires and supports autonomy requires learners to make decisions about their own learning Santos-2002, Mirici and Demirel- 2002, Little-2003 It is necessary to; convince and prepare teachers by clarifying the aspects of autonomy deal with developing autonomy with different research and develop activities leading autonomy in the classroom Teachers are no longer ONLY source of knowledge and information learners need teachers help to learn how to access the resources without the mediation of teachers
Little-1995 , Dickinson-1987But
learners do not automatically accept the responsibility , HOW? Thanasoulas-2000, Mariani-1997Autonomy is not something to teach but an ending process to develop,Paiva-2005autonomy is not a personal quality; it is affected by internal and external conditions;Socio-political-economical contextEducational policiesThe school contextThe learnerThe teacherThe inputTechnologyNunan-1997classroom are the best place to encourage learners to move towards autonomy; - awareness of the goals and content- involvement selecting their own goals-intervention modifying and adapting the goals and content-creation create their own goals-transcendence go beyond the classroomBenson-2001approaches to promote learner autonomy;Resource-based; self-access, self-instruction, distance learningTechnology-based; independent interaction with educaitonal technologiesLearner-based ; focus on strategy and skill development in learnersClassroom-based; relationship between learners and teachersCurriculum-based; learner control over the planning and evaluating of learning Teacher based ; teachers professional development Reinders 2000;integrationawarenesstraining and supportbridging
In the classroom;course objectivecourse contentmaterial selectioncourse time-place-pacehomework taskclassroom managementposition of desksseating of students and interaction patterndiscipline mattersrecord keepingAssessmentTHEN IN THE CLASSROOM,SHALL WE GO MAD? WHO ARE autonomous learners?
Dickinson -1987, Schwienhorst-1997, Rebenius-2003, Dickinson-1993, Victori-2000, Gardner-2000, Littlewood-1996, McCarthy-1998, Benson-2001, Cotteral-1995, Chan-2001, Omaggio-1978 (cited in Tanasoulas-2000), Geddes and Sturtridge-1982, Tumposky-1982 Taking responsibility for their own learningBeing aware of objectivesKnowing how to manage, monitor and evaluate their own learningMaking decisions on learning materials, topics, strategiesDetermining short and long term goals in their own learning processUnderstanding what is taughtFormulating their own learning objectivesDoing without overt approval from the teacherSelecting and implementing learning strategiesMonitoring their use of these strategiesBeing self-spacingBeing self-testingSTUDIES ABROADKiho and Hirotsugu (2000), Influence of Autonomy on perceived Control Beliefs and Self-Regulated Learning in Japanese Undergraduate StudentsChan (2001) , Readiness for Learner Autonomy: what do our learners tell us? Spratt, Humphreys and Chan ( 2002), Autonomy and Motivation: which comes first? Santos ( 2002), Stimulating Autonomy in the Foreign Language Classroom: Convincing the Teachers Chan ( 2003) , Autonomous Language Learning: the Teachers Perspectives Vanijdee ( 2003), Thai Distance English Learners and Learner Autonomy Naizhao and Yanling ( 2004) , An Empirical Investigation of Learner Autonomy in Some EFL Classes in China Camirelli ( 1997) , Learner Autonomy: The Teachers ViewsSTUDIES IN TURKEYSancar ( 2001), Learner Autonomy: A Profile of Teacher Trainees in Pre-service Teacher Education Yumuk (2002), Letting go of control to the learners: the role of the Internet in promoting a more autonomous view of learning in an academic translation course Tayar ( 2003), A Survey on Learner Autonomy and Motivation in ESP in a Turkish Context Koak ( 2003) , A Study on Learners Readiness for autonomous Learning of English as a Foreign Language Egel ( 2003) , The Impact of the European Language Portfolio on the Learner Autonomy of Turkish Primary School Students Yldrm ( 2005) , ELT Students Perceptions and Behaviors Related to Learner Autonomy as Learners and Future Teachers zdere (2005), State-Supported Provincial Universities English language Instructors Attitudes towards learner Autonomy Sert ( 2006) , EFL Student Teachers Learning AutonomyDurmu ( 2006), EFL Instructors Perceptions on Learner Autonomy at Anadolu University SO WHAT?Results: Teachers are more responsible for methodological aspects on classroom instructions than studentsStudents are more responsible for the activities outside the classroomTeachers are more supportive for the classroom instruction responsibilities where there were no restrictions by the school administration or where there was no need for any Professional knowledge from the students standpointSuggestionsStudents need awareness raising for taking more responsibility for classroom instructionTeachers need to raise awareness in studentsRESEARCH QUESTIONS: 2007
EFLS TEACHERS VIEWS ON LEARNER AUTONOMYWhat is English teachers view on learner Autonomy at primary and secondary state schools in Eskiehir city centre?
What areas of classroom instrucitonal responsibilities do English Teachers find more suitable for the promotion of learner autonomy? PARTICIPANTS
INSTRUMENTQuestionnaire , developed by Camirelli 1999
Teachers generally seem to be supportive and aware of autonomy. However being aware of autonomy does not mean knowing how to promote it. That is why there is a need for professional development. 2007- 2012 what changes in 5 years? ELT Learners' Views on Learner Autonomy at Balkesir University Necatibey Education Faculty- Fatma BARLAS
252 - Pre-service teachers
The results of the study revealed that the majority of the participating students had the opp