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The Use of call to foster learner autonomy in EFL: a quasi-experimental study

Kızmaz, Zülal
The purpose of the present study was to investigate the effects of computer-assisted language learning (CALL) on learner autonomy. In order to do that, the study was conducted as a quasi-experimental study with an experimental group and a control group. The participants were 50 English as a foreign language (EFL) learners studying in the preparatory school of a state university in Ankara, Turkey. As part of the study, a CALL treatment that aimed to foster learner autonomy was designed and implemented in the experimental group for seven weeks. During the treatment, the learners were introduced to various online tools, and they used the tools in their out-of-class studies. The data were collected through a questionnaire, which was administered in both groups before and after the CALL treatment, and semi-structured interviews with 9 participants from the experimental group. The quantitative data were analysed through the statistical software SPSS. The qualitative data were analysed through constant comparative method. The findings demonstrated that the experimental group had a significantly higher self-perceived autonomy level after the CALL treatment compared to the autonomy level of the control group and to its autonomy level before the treatment. The findings also showed that the learners had positive overall perceptions towards the CALL treatment, but they also mentioned its’ challenges and suggestions to improve it. Based on the findings, several pedagogical implications were highlighted for stakeholders in the field of EFL.