Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

Gökhan Öztürk

doi:10.17583/ijep.2019.4427

Abstract

This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.

Highlights

This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context
The first research question of the study examined whether there was a significant difference in the autonomy level of the participant pre-service teachers after taking the course learner autonomy
The statistical findings revealed that when their pre and post answers were taken into consideration, the learner autonomy level of the participant preservice teachers significantly changed at the end of the semester after taking the course learner autonomy

Summary

Introduction

This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. Este estudio informa sobre el proceso de cómo los docentes en formación inicial de inglés como lengua extranjera se desarrollaron como estudiantes autónomos durante un período de 14 semanas en un contexto de educación superior turco. For Camilleri (1999), learner autonomy is regarded as an important concept that gives learners chances to take responsibility in the learning process, and they have the opportunity to swap their ideas, feelings and knowledge. They are encouraged to learn to monitor and evaluate their own progress as well. Teachers as role models have great importance for the development of learner autonomy, and teachers should guide their learners how to be more autonomous as autonomy is not inborn, rather it could be developed and improved through formal education with the guidance of teachers as rolemodels creating the appropriate classroom atmosphere (Clemente, 2001; Masouleh & Jooneghani, 2012)

Methods

Results

Discussion

Conclusion