A Study on ELT high school teachers’ practices to foster learner autonomy in İzmir

Download

index.pdf

Date

2013

Author

Ürün, Mehmet Fatih

Metadata

Show full item record

Item Usage Stats

156
views

77
downloads

This study aims to identify the practices of ELT high school teachers in İzmir to foster learner autonomy during their classes and to examine whether their practices show significant differences with respect to certain background variables such as gender, experience, and field of certification. The sample of this study consisted of 118 ELT high school teachers from eighteen different high schools in different neighborhoods in the province of İzmir. The data was gathered through a questionnaire developed by the researcher in order to measure ELT high school teachers’ practices to foster learner autonomy in their classes and also identify their opinions based on their strengths, needs, suggestions, and extra information related to objectives, activities, materials, evaluation with regard to developing an autonomous learning environment. Descriptive and inferential statistics were employed for the analysis of the data. The principal component analysis extracted four dimensions of practices to foster language learning autonomy, namely activity-based practices, material-based practices, student-centered practices and objective-based practices. The results of the repeated measures analysis indicated that dimensions can be listed from the most frequently used to the least frequently used as objective-based practices material-based practices, student-centered practices, and activity-based practices. ELT high school teachers made use of objective-based practices more than they use other dimensions. The results of the MANOVA indicated that while gender has non-significant effect on ELT teachers' practices with regard to objective-based practices, material-based practices, activity-based practices, it has significant effect on student-centered practices of ELT teachers. Compared to males, female teachers put more emphasis on improving learner autonomy in language classes through student-centered practices. Results also revealed that experience and field of certification have non-significant effect on ELT teachers' practices with regard to all four dimensions of practices to foster autonomy.

Subject Keywords

Learner autonomy., Student-centered learning., Teaching, English language

URI

http://etd.lib.metu.edu.tr/upload/12616683/index.pdf
https://hdl.handle.net/11511/23167

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

A study on ELT high school teachers' practices to foster learner autonomy Fatih, Ürün; Engin Demir, Cennet; Akar, Hanife (2014-01-01) The present study aims to identify the practices of ELT high school teachers to foster learner autonomy and to examine the differences with respect to the background variable of gender. The participants of the study were ELT high school teachers in the province of İzmir, Turkey (N=118). Data were collected by means of Autonomy Practices Questionnaire, which is a structured quantitative and qualitative measure. The analysis revealed that ELT teachers are highly motivated to foster autonomy through some parti...
An investigation on the relationship between empathy-related constructs of english instructors at Atılım University preparatory school within the framework of peace education Özdemir, Esra; Yemenici, Alev; Department of English Language Teaching (2009) This study aimed to examine the relationship between empathy-related constructs of English instructors at Atılım University Preparatory School and certain demographic features such as age, gender, educational background, and experience. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were developed by the researchers. The scale consists of "Interpersonel Reactivity Index (IRI)". The results of the questionnaire were analyzed through SPSS 15.0. This data ...
The relationship between english instructors’ negotiation strategies and personality traits Gürsel, Gülistan; Yemenici, Alev; Department of English Language Teaching (2009) This study aimed at investigating the relationship between English instructors’ negotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of “Rahim Organizational Conflict Inventory II (ROCI II)” and “Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gather...
A phenomenological study on curriculum development process in Turkey: critical periods and issues Kürkçü, İrem; Engin Demir, Cennet; Department of Educational Sciences (2021-3-11) The aim of this study was to explore curriculum development practices in Turkey through experiences and perceptions of prominent curriculum academics who were involved in curriculum studies during the Republican Period. These experiences are invaluable as they shed light on the history of curriculum development studies in Turkey as well as providing future prospects for the field. Phenomenological design was utilized in order to explore curriculum development concept with an in-depth analysis. Data consiste...
A study on the preductors of teachers' sense of efficacy beliefs Gür, Gülbir; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2008) The purpose of this study was to examine the predictors of teachers’ sense of efficacy including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, and support from administration, and teaching resources. The present study was conducted in the 2006-2007 academic year. The study included a total of 383 science, mathematics, and classroom teachers from 62 elementary schools of Çankaya district in Ankara. Data were collected throu...

Citation Formats

M. F. Ürün, “A Study on ELT high school teachers’ practices to foster learner autonomy in İzmir,” M.S. - Master of Science, Middle East Technical University, 2013.