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Cem BALÇIKANLI Gazi University, Faculty of Education,  English Language Teaching Department  E-mail:  [email_address] Vilnius Lithuania 3–4 May 2007 THE INVESTIGATION OF   THE INSTRUCTORS ’ ATTITUDES  TOWARDS LEARNER AUTONOMY AT PREPARATORY SCHOOL
learner autonomy ,[object Object]
[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Instrument   ,[object Object],[object Object],[object Object]
SCOPE ,[object Object],[object Object],[object Object],[object Object]
Statement 4:  Learners should be involved   in decisions on the time,   place and pace of the lesson. T he learners should be considered as equal partners and through the process of interaction, they thus should be given a share for determining the time, place and pace of the lesson  (Dickinson, 1987 ). N ever Partly Much Missing 46% 34% 20% -
Statement 5:  Learners should be involved in decisions on  the  methodology of the lesson. learners need to be involved as equal partners in the decision making process regarding the methodology of the lesson if they are expected to take initiatives that shape their own learning processes and accept control over more aspects of their own learning  (Little, 1991 ). Never Partly Much Missing 3 0 % 2 8 % 42% -
Statement 6:  Learners should be involved in decisions on classroom management. In order for the learners to feel the ownership over their learning contexts, they can be encouraged to formulate classroom and group rules through negotiation (Dörnyei, 2001 ).   Never Partly Much Missing 26 % 4 4 % 28% 2%
Statement 12:  Learners should be encouraged to explore their  own  learning strategies. “ W ithout strategies, learners will remain trapped in their old patterns of beliefs and behaviors and never be fully autonomous”  ( Wenden , 1998 ). Never Partly Much Missing 20% 29% 51% -
Statement 13:  Learners should be informed on how to study English better on their own. L earner training   aim s  to help learners develop the ability to take more responsibility for their own learning (Dickinson, 1993).   Never Partly Much Missing 18% - 78% 4%
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
T H E  I N V E S T I G A T I O N  O F  T H E  I N S T R U C T O R S’  A T T I T U D E S  T O W A R D S  L E A R N E R  A U T O N O M Y  A T  P R E P A R A T O R Y  S C H O O L   V
T H E  I N V E S T I G A T I O N  O F  T H E  I N S T R U C T O R S’  A T T I T U D E S  T O W A R D S  L E A R N E R  A U T O N O M Y  A T  P R E P A R A T O R Y  S C H O O L   V
Gazi University Gazi Faculy of Education Department of Foreign Languages Unit of English Language Teaching Res. Assist. Cem BALÇIKANLI [email_address] Thank you so much for your attention

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T H E I N V E S T I G A T I O N O F T H E I N S T R U C T O R S’ A T T I T U D E S T O W A R D S L E A R N E R A U T O N O M Y A T P R E P A R A T O R Y S C H O O L V

  • 1. Cem BALÇIKANLI Gazi University, Faculty of Education, English Language Teaching Department E-mail: [email_address] Vilnius Lithuania 3–4 May 2007 THE INVESTIGATION OF THE INSTRUCTORS ’ ATTITUDES TOWARDS LEARNER AUTONOMY AT PREPARATORY SCHOOL
  • 2.
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  • 7. Statement 4: Learners should be involved in decisions on the time, place and pace of the lesson. T he learners should be considered as equal partners and through the process of interaction, they thus should be given a share for determining the time, place and pace of the lesson (Dickinson, 1987 ). N ever Partly Much Missing 46% 34% 20% -
  • 8. Statement 5: Learners should be involved in decisions on the methodology of the lesson. learners need to be involved as equal partners in the decision making process regarding the methodology of the lesson if they are expected to take initiatives that shape their own learning processes and accept control over more aspects of their own learning (Little, 1991 ). Never Partly Much Missing 3 0 % 2 8 % 42% -
  • 9. Statement 6: Learners should be involved in decisions on classroom management. In order for the learners to feel the ownership over their learning contexts, they can be encouraged to formulate classroom and group rules through negotiation (Dörnyei, 2001 ). Never Partly Much Missing 26 % 4 4 % 28% 2%
  • 10. Statement 12: Learners should be encouraged to explore their own learning strategies. “ W ithout strategies, learners will remain trapped in their old patterns of beliefs and behaviors and never be fully autonomous” ( Wenden , 1998 ). Never Partly Much Missing 20% 29% 51% -
  • 11. Statement 13: Learners should be informed on how to study English better on their own. L earner training aim s to help learners develop the ability to take more responsibility for their own learning (Dickinson, 1993). Never Partly Much Missing 18% - 78% 4%
  • 12.
  • 13.
  • 16. Gazi University Gazi Faculy of Education Department of Foreign Languages Unit of English Language Teaching Res. Assist. Cem BALÇIKANLI [email_address] Thank you so much for your attention