Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study

This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education progra...

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Bibliographic Details
Published in:International journal of educational psychology 2019-10, Vol.8 (3), p.298-316
Main Author: Öztürk, Gökhan
Format: Article
Language:English
Subjects:
Attitude Change
Autonomía de los aprendices
College Freshmen
College Seniors
docentes en formación inicial
English (Second Language)
English as a second language
English Teachers
Foreign Countries
formación del profesorado
Independent Study
Instructional Effectiveness
Language teachers
Learner autonomy
Learning
Mixed methods research
Personal Autonomy
pre
pre-service teachers
Preservice Teacher Education
Preservice Teachers
Public Colleges
Self Management
service teachers
Student Attitudes
Student Development
Student Responsibility
Teacher education
Teacher Education Programs
Teacher Improvement
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Summary:This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students’ autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.
ISSN:2014-3591
2014-3591
DOI:10.17583/ijep.2019.4427