In last decades, being autonomous language learners has been the spotlight of researchers and accepted as crucial and worth to think carefully and precisely about its application in teacher training institutions. As a consequence, the Ministry of Education in Turkey always emphasises the learner autonomy in their language curriculums and official documents related to language learning. Actually even in European context, especially in Common European Framework for languages (CEFR) it is also stressed that to learn a language, an individual should be autonomous and monitors his/her own language learning process. Autonomous learning has been defined by Holec (1981, p.3) as “to determine objectives, to define the contents and progressions, to select methods and techniques to be used, to monitor the procedures of acquisition and to evaluate what has been acquired. One of the results taken into account is being autonomous learner while learning a language really helps and speeds up learning process. In this context, the main question of the study is “What are the views of academics working in an English Language Teaching (ELT) department about ‘learner autonomy’ and how they implement it in their classes?”. This study is designed as a basic qualitative research. Data collection tools were a semi-structured interview form and an observation form. The study group was consisted of five teacher trainers teaching in ELT department of a state university in Turkey. Data collection processes still continue. Findings, results and discussion will be presented according to the related literature in the presentation and full text.
Anil Kandemir, Pamukkale University, Turkey
Stream: Teacher training
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