The Impact of Learning Culture of High Schools on Learner Autonomy in Private University Preparatory Schools (A Case of Erbil)

Emine Bala,Ali Bala

doi:10.13189/ujer.2020.082258

Abstract

This study commenced upon the university preparatory English teacher’s perceptions about the lack of their student’s readiness for learner autonomy. The impact of students’ educational background and learning culture in high schools on learner autonomy in university preparatory classes were examined accordingly. Both quantitative and qualitative methods were applied to obtain the data in depth for this study. Within this context, the researchers designed and distributed a questionnaire to preparatory students in a private university in Erbil, and 70 students participated in this stage. The obtained data were analyzed through SPSS 25 software program. Also, the researchers interviewed with preparatory school instructors to have their perceptions about students’ present autonomy level. Initially, the students’ perceptions of former learning culture were examined according to their educational background information, and then the level of present readiness for autonomy was analyzed. According to the results, the students believe their teachers in high schools were authoritarian, so they were not given opportunities to enhance their skills to be autonomous learners. Their present teacher-dependent attitudes which came from high school still prevent them from being autonomous learners. However, the encouragement of the preparatory school’s instructors helps the students boost motivation to be self-directed learners. This study will shed light on the problems such as teacher-dependent students of the education systems based on rote-learning and guide the curriculum designers and school teachers to take the urgency of learner autonomy into consideration in language teaching.

Highlights

Some of the popular topics in language teaching are to explore how to teach a foreign language more effectively and efficiently, how to activate the learners inside and outside the classroom, and how to make the language learners as lifelong learners
The results show that the students’ perception about their high school teachers’ general profile is that their teachers were mostly authoritarian (M=2.26-from sole authority (1) to facilitator (5)) in learning process which probably prevented the students from being autonomous learners
The results demonstrate that the students’ former autonomy level may negatively have affected their responsibility perception since most of the them stated their teachers were authoritarian at high school

Summary

Introduction

Some of the popular topics in language teaching are to explore how to teach a foreign language more effectively and efficiently, how to activate the learners inside and outside the classroom, and how to make the language learners as lifelong learners. Authoritative teachers, rote-learning based education system, improper methods or techniques unenthusiastic or inattentive students are some of the challenges which make language classes ineffective. To eliminate these barriers, the scholars have contemplated to find out new approaches, methods and techniques to clear up this way for several decades. Most of the teachers state that if the learners cannot gain autonomy, teaching and learning process cannot work properly. The studies about learner autonomy and the related ones such as learning culture, learning types or language learning strategies have gained popularity. He/she should use or enhance his/her abilities, actively participate inside or outside the classroom activities, and have motivation to continue his/her learning process. The students should be supported by the teachers, school administration and the parents to strengthen their skills to be autonomous learners

Methods

Results

Conclusion