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A Study on ELT high school teachers’ practices to foster learner autonomy in İzmir
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Date
2013
Author
Ürün, Mehmet Fatih
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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
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Graduate School of Social Sciences, Thesis
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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.
