EFL’S TEACHERS VIEWS ON LEARNER AUTONOMY

1. EFL’S TEACHERS VIEWS ON LEARNER AUTONOMY SEVGİ SABANCI sevgisabanci@gmail.com @sslimerick about.me/sevgisabanci

2. WHOSE MATTER IS THIS EDUCATION?

3. WHO NEEDS TO BE SUCCESSFUL ?

4. WHO HAS THE ABILITY TO FULLFILL THIS EDUCATION?

5. WHO HAS THE INFORMATION FOR THIS EDUCATION?

6. WHO HAS THE BEST FACTORY FOR THIS EDUCATION?

8. THEN WHERE THE LEARNERS GO AWAY?

9. CAN THE TEACHERS MAKE THEM WAKE UP?

10. OR THE TEACHERS GO MAD?

11. TEACHERS CAN NOT REACH THE LEARNERS…

12. THEN ROLES AND RESPONSIBILITIES NEED TO BE THOUGHT AGAIN?

13. TEACHERS & LEARNERSWHO NEEDS TO SUPPORT WHOM?

14. TEACHERS ROLES ARE CHANGING?

15. LEARNERS HAVE DIFFERENT NEEDS-INTERESTS-INPUTS… THAN WE HAD ONCE?

16. TEACHERS, HELP THEM LEARN?

17. BECAUSE LEARNERS CAN HAVE TEACHER WITH THEM FOREVER?THEY NEED TO BE THEIR OWN TEACHERS AUTONOMOUS LEARNERS CAN HAVE LIFE LONG LEARNING

18. LEARNER AUTONOMY?

20. WAYS TO EMPLOY?

21. WHY TO EMPLOY?

23. 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

24. HOW?

26. THEN IN THE CLASSROOM,SHALL WE GO MAD?

27. WHO ARE autonomous learners?

28. STUDIES ABROAD • Kiho and Hirotsugu (2000), “Influence of Autonomy on perceived Control Beliefs and Self-Regulated Learning in Japanese Undergraduate Students” • Chan (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’ Views”

29. STUDIES IN TURKEY • Sancar ( 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” • Koçak ( 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” • Yıldırım ( 2005) , “ELT Students Perceptions and Behaviors Related to Learner Autonomy as Learners and Future Teachers” • Özdere (2005), “State-Supported Provincial Universities English language Instructors’ Attitudes towards learner Autonomy” • Sert ( 2006) , “EFL Student Teachers’ Learning Autonomy” • Durmuş ( 2006), “EFL Instructors’ Perceptions on Learner Autonomy at Anadolu University”

30. SO WHAT? Results: • Teachers are more responsible for methodological aspects on classroom instructions than – students • Students are more responsible for the activities outside the classroom • Teachers 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 standpoint Suggestions • Students need awareness raising for taking more responsibility for classroom instruction • Teachers need to raise awareness in students

31. RESEARCH QUESTIONS: 2007EFL’S TEACHERS VIEWS ON LEARNER AUTONOMY • What is English teachers’ view on learner Autonomy at primary and secondary state schools in Eskişehir city centre? • What areas of classroom instrucitonal responsibilities do English Teachers find more suitable for the promotion of learner autonomy?

32. PARTICIPANTS

33. INSTRUMENTQuestionnaire, developed by Camirelli 1999

34. DATA ANALYSIS

36. COMPARISION

37. 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.

38. ELT Learners' Views on LearnerAutonomy at Balıkesir University Necatibey EducationFaculty- Fatma BARLAS 252 - Pre-service teachers The results of the studyrevealedthat the majority of the participatingstudents had the oppionthat it wasappropriatetofosterlearnerautonomy in terms of theseaspects; findingtheirownlearningmethods, formulatingtheirownexplanations, interactionpattern, coursecontent, self-assessment and courseobjectives. On the otherhand, the resultsshowedthatrecordkeepingandclassroommanagementwere the leastsuitableaspectsfor the promotion of learnerautonomy. 2007- 2012 whatchanges in 5 years?

39. how new trends could develop learner autonomy? • Blogs • Socialmedia- facebook/ twitter • Flippedclassroom • Online exams/quizes • ITEC project course objectives-content-materials-time/place/pace, interaction pattern, classroom management, record keeping, homework tasks, teaching focus, formulating own expression, finding own learning strategies, self –assessment.

40. Thankyou Sevgi sabanci