Exploring the Nature of Shifts in Learner Autonomy and Teacher Autonomy in an Online EFL Class in Turkiye: A Case Study
Abstract views: 157
,
PDF downloads: 217
Abstract
The need to understand the manifestation of learner autonomy in the online learning environment and its challenges in the classroom is increasing with the rise of online education. Although learner autonomy (LA) is increasingly important in language education, there is less knowledge about teachers' and students' comprehension and use of this concept. In order to address this lack of information, a case study was conducted to explore the perceptions of teachers and learners about learner autonomy in an online environment. The study's data sources include reflective journals, lesson observations, and focus group interviews. The study, conducted at a Turkish foundation university, identified a variety of control shifts in the courses. This research explored the concept of learner autonomy in the context of online language training. The findings indicated that students had a favorable perception of online learning, highlighting its flexibility, ease, and ability to establish individual standards. Nevertheless, there was a noticeable difference between how they perceived autonomy and how it was really put into practice, typically favoring a teacher-centered approach. Several factors that impacted learner autonomy in online learning were recognized, such as the need for autonomy, inadequate information, and a transition toward teacher-centric approaches. The research emphasized the significance of aspects such as guidance and support systems, adaptability, student motivation, customized learning speed, and communication technologies.
Downloads
References
Abuhassna, H., Busalim, A., Yahaya, N., Zakaria, M. A. Z. M., & Latif, A. A. L. (2023). Study from Home! The Antecedents and Consequences of Collaborative Learning on Malaysian University Students. Journal of Information Technology Education. Research, 22, 71. https://doi.org/10.28945/5074
Alharahsheh, H. H., & Pius, A. (2020). A Review of Key Paradigms: Positivism vs Interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43.
Penh, P. (2016). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts. IDP Education (Cambodia) Ltd. http://dx.doi.org/10.5746/LEiA/LA_Asia
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman.
Benson, P. (2003). Learner Autonomy in the Classroom. In Nunan, D. (Ed.), Practical English language teaching (pp. 289–308). New York: McGraw Hill.
Benson, P., Chik, A., & Lim, H. Y. (2003). Becoming Autonomous in an Asian Context: Autonomy as a Sociocultural Process. In Learner Autonomy Across Cultures: Language Education Perspectives (pp. 23–40). London: Palgrave Macmillan UK. https://doi.org/10.1057/9780230504684_2
Borg, S. (2017). Teachers’ Beliefs and Classroom Practices. In The Routledge Handbook of Language Awareness (pp. 75–91). Abingdon: Routledge.
Borg, S. (2019). Language Teacher Cognition: Perspectives and Debates. Second Handbook of English Language Teaching, 1149–1170. https://doi.org/10.1007/978-3-319-58542-0_59-1
Borg, S., & Al-Busaidi, S. (2012). Teachers’ Beliefs and Practices Regarding Learner Autonomy. ELT Journal, 66(3), 283–292. https://doi.org/10.1093/elt/ccr065
Borg, S., & Alshumaimeri, Y. (2019). Language Learner Autonomy in a Tertiary Context: Teachers’ Beliefs and Practices. Language Teaching Research, 23(1), 9-38. https://doi.org/10.1177/1362168817725759
Borg, S., Clifford, I., & Htut, K. P. (2018). Having an EfECT: Professional Development for Teacher Educators in Myanmar. Teaching and Teacher Education, 72, 75–86. https://10.1016/j.tate.2018.02.010
Bradley, V. (2020). Learning Management System (LMS) Use With Online Instruction. International Journal of Technology in Education, 4(1), 68. https://doi.org/10.46328/ijte.36
Cakici, D. (2017). An Investigation of Learner Autonomy in Turkish EFL Context. International Journal of Higher Education, 6(2), 89-99. https://doi.org/10.5430/ijhe.v6n2p89
Camilleri, G. (1999). Introducing learner autonomy in teacher education. Council of Europe.
Candy, P. C. (1991). Self-Direction for Lifelong Learning. A Comprehensive Guide to Theory and Practice. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.
Cotterall, S. (2008). Autonomy and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (1st ed., pp. 110–120). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.011
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research. 2nd edition. London: Sage.
Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. London: Sage Publications.
Cullen, R., & Harris, M. (2018). Conditions for Online Learning Autonomy. International Journal of Process Education, 2(1), 11–18.
Dalilan, D. (2021). Indonesian EFL Students’ Perceptions on Learning Autonomy in Online Learning Delivery Mode. PANYONARA: Journal of English Education, 3(2), 122–134. https://doi.org/10.19105/panyonara.v3i2.5140
Dam, L. (2011). Developing Learner Autonomy With School Kids: Principles, Practices, Results. In D. Gardner (Ed.), Fostering Autonomy in Language Learning (pp. 40–51). Gaziantep, Turkey: Zirve Universiti.
Dikilitaş, K., Griffiths, C., & Tajeddin, Z. (2020). Teacher Autonomy and Good Language Teachers. Lessons From Good Language Teachers, pp. 54–66. https://doi.org/10.1017/9781108774390.008
Feryok, A. (2010). Language Teacher Cognitions: Complex Dynamic Systems? System, 38(2), 272–279. https://doi.org/10.1016/j.system.2010.02.001
Hauck, M., & Hurd, S. (2005). Exploring the Link Between Language Anxiety and Learner Self-Management in Open Language Learning Contexts. EUROPEAN Journal of Open, Distance and E-learning, (2).
Hidayati, T., & Husna, F. (2020). Learning English From Home During the COVID-19: Investigating Learners’ Experience for Online and Autonomous Learning. Langkawi: Journal of The Association for Arabic and English, 6(2), 202-217. https://doi.org/10.31332/lkw.v0i0.2223
Holec, H. (1979). Autonomy and Foreign Language Learning. Oxford/New York: Pergamon.
Gu, P., & Lee, Y. (2019). Promoting Students’ Motivation and Use of SRL Strategies in the Web-Based Mathematics Learning Environment. Journal of Educational Technology Systems, 47(3), 391–410. https://doi.org/10.1177/0047239518808522
Irgatoğlu, A., Sarıçoban, A., Özcan, M., & Dağbaşı, G. (2022). Learner Autonomy and Learning Strategy Use Before and During the COVID-19 Pandemic. Sustainability, 14(10), 6118. https://doi.org/10.3390/su14106118
Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate studies in education, 9(1), 46–49.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An Online Environment for Learning English in Institutions of Higher Education? The Internet and Higher Education, 13(4), 179-187. http://dx.doi.org/10.1016/j.iheduc.2010.07.003
Kardana, I. N., Pusparini, N. M. D. U., & Kasni, N. W. (2023, March). The Effectiveness of Applying Online Learning Methods to Improve the Speaking Skills of English Education Students During the Covid-19 Period. In 2nd International Student Conference on Linguistics (ISCL 2022) (pp. 363-371). Atlantis Press. https://doi.org/10.2991/978-2-38476-014-5_33
Lamb, T. (2008). Learner Autonomy and Teacher Autonomy: Synthesising an Agenda. In T. Lamb & H. Reinders (Eds.), Learner and Teacher Autonomy: Concepts, Realities, and Responses (pp. 269–284). Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/aals.1.21lam
Lee, S. H., Smith, D., & Sergueeva, K. (2016). What Do Students Think about Group Work in Business Education? An Investigation Into the Benefits, Challenges, and Student-Suggested Solutions. Journal of education for business, 91(7), 380–386. https://doi.org/10.1080/08832323.2016.1237933
Little, D. (1995). Learning as Dialogue: The Dependence of Learner Autonomy on Teacher Autonomy. System, 23(2), 175-181. https://doi.org/10.1016/0346-251X(95)00006-6
Little, D. (2007). Language Learner Autonomy: Some Fundamental Considerations Revisited. International Journal of Innovation in Language Learning and Teaching, 1(1), 14-29. https://doi.org/10.2167/illt040.0
Little, D., Dam, L., & Legenhausen, L. (2017). Language Learner Autonomy: What, Why and How. Second Language Acquisition, 4(1), 1-21.
Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online learning, 22(1), 205-222. https://doi.org/10.24059/olj.v22i1.1092
Martinez, H. (2008). The Subjective Theories of Student Teachers. AILA Applied Linguistics Series (AALS), 1. https://doi.org/10.1075/aals.1.11mar
Muliyah, P., Aminatun, D., Nasution, S. S., Hastomo, T., & Sitepu, S. S. W. (2020). Exploring Learners’ Autonomy in Online Language-Learning in STAI Sufyan Tsauri Majenang. Getsempena English Education Journal, 7(2), 382-394. https://doi.org/10.46244/geej.v7i2.1164
Murphy, M. P. (2020). COVID-19 and Emergency Elearning: Consequences of the Securitization of Higher Education for Post-pandemic Pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
Nunan, D. (1997). Strategy Training in the Language Classroom: An Empirical Investigation. RELC Journal, 28(2), 56–81. https://doi.org/10.1177/003368829702800204
Ong, C. Y. F. S. (2019). Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM). Journal of ELT Research, 4(1), 8–25. https://doi.org/10.22236/JER_Vol4Issue1pp8-25
Prasasti, T. I., Solin, M., & Hadi, W. (2019). The Effectiveness of Learning Media Folklore Text of North Sumatera Based on Blended Learning by 10th Grade Students of Vocational High School Harapan Mekar-1 Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(4), 480-490.
Reinders, H. (2010). Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills. Australian Journal of Teacher Education (Online), 35(5), 40–55. https://doi.org/10.14221/ajte.2010v35n5.4
Reinders, H., & White, C. J. (2016). 20 Years of Autonomy and Technology: How Far Have We Come and Where to Next? Language, Learning and Technology, 20, 143–154.
Sadeghi, M. (2019). A Shift From Classroom to Distance Learning: Advantages and Limitations. International Journal of Research in English Education, 4(1), 80–88. https://doi.org/10.29252/ijree.4.1.80
Schwartz-Shea, P., & Yanow, D. (2013). Interpretive Research Design: Concepts and Processes. London: Routledge.
Şener, B., & Mede, E. (2023). Promoting Learner Autonomy and Improving Reflective Thinking Skills Through Reflective Practice and Collaborative Learning. Innovation in Language Learning and Teaching, 17(2), 364-379. https://doi.org/10.1080/17501229.2022.2047694
Smith, J. K. (1993). After the Demise of Empiricism: The Problem of Judging Social and Education Inquiry (New Jersey). Norwood, NJ: Ablex.
Smith, R., Kuchah, K., & Lamb, M. (2018). Learner Autonomy in Developing Countries. Autonomy. in Language Learning and Teaching: New Research Agendas, 7-27. https://doi.org/10.1057/978-1-137-52998-5_2
Stoian, C. E., Fărcașiu, M. A., Dragomir, G. M., & Gherheș, V. (2022). Transition From Online to Face-To-Face Education After COVID-19: The Benefits of Online Education From Students’ Perspective. Sustainability, 14(19), 12812. https://doi.org/10.3390/su141912812
Thavenius, C. (1999). Teacher Autonomy for Learner Autonomy. in Language Learning: Defining the Field and Effecting Change, 8, 159-163.
Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher Autonomy and Collaboration: A Paradox? Conceptualising and Measuring Teachers’ Autonomy and Collaborative Attitude. Teaching and Teacher Education, 67, 302-315. https://doi.org/10.1016/j.tate.2017.06.021
Voller, P. (2014). Does the Teacher Have a Role in Autonomous Language Learning? In Autonomy and independence in language learning (pp. 98–113). Routledge.
Wang, Y., & Ryan, J. (2023). The Complexity of Control Shift for Learner Autonomy: A Mixed-Method Case Study of Chinese EFL Teachers’ Practice and Cognition. Language Teaching Research, 27(3), 518-543. https://doi.org/10.1177/1362168820957922
Yildiz Durak, H. (2023). Conversational Agent-Based Guidance: Examining the Effect of Chatbot Usage Frequency and Satisfaction on Visual Design Self-Efficacy, Engagement, Satisfaction, and Learner Autonomy. Education and Information Technologies, 28(1), 471-488. https://doi.org/10.1007/s10639-022-11149-7
Yin, R. K. (2017). Case Study Research and Applications: Design and Methods (6th edition). Los Angeles: SAGE Publications, Inc.
Yukselir, C., & Ozer, O. (2022). EFL Learners' Views on Learner Autonomy and Foreign Language Anxiety. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2), 248-263. https://doi.org/10.35974/acuity.v7i2.2824
Wang, Y. (2016). Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School (Doctoral dissertation, University of Waikato).
Wang, Q., Wen, Y., & Quek, C. L. (2023). Engaging Learners in Synchronous Online Learning. Education and Information Technologies, 28(4), 4429-4452. https://doi.org/10.1007/s10639-022-11393-x
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human–Computer Interaction, 35(4-5), 356-373. https://doi.org/10.1080/10447318.2018.1543084
The journal uses an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
