Cem BALÇIKANLI Gazi University, TURKEY THE INVESTIGATION OF THE INSTRUCTORS’ ATTITUDES TOWARDS LEARNER AUTONOMY AT PREPARATORY SCHOOL Cem BALÇIKANLI Gazi University, TURKEY

“the ability to take charge of one's own learning” (Holec, 1981:3). learner autonomy “the ability to take charge of one's own learning” (Holec, 1981:3).

During the learning process, no one can deny the vital role of teachers since the ability to behave autonomously for students are dependent upon their teacher creating a classroom culture where autonomy is accepted (Critchley, 2001:3) .

the instructors’ attitudes towards learner Research focus to investigate the instructors’ attitudes towards learner autonomy

Camilleri’s questionnaire (1997) two open-ended questions Instrument Camilleri’s questionnaire (1997) and two open-ended questions

SCOPE 51 English language instructors at Gazi University, Preparatory School. 38- female 12- male 1- not specified

Statement 4: Learners should be involved in decisions on the time, place and pace of the lesson. Never Partly Much Missing 46% 34% 20% - The 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).

Statement 5: Learners should be involved in decisions on the methodology of the lesson. Never Partly Much Missing 30% 28% 42% - 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).

Statement 6: Learners should be involved in decisions on classroom management. Never Partly Much Missing 26% 44% 28% 2% 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).

Statement 12: Learners should be encouraged to explore their own learning strategies. Never Partly Much Missing 20% 29% 51% - “Without strategies, learners will remain trapped in their old patterns of beliefs and behaviors and never be fully autonomous” (Wenden,1998).

Statement 13: Learners should be informed on how to study English better on their own. Never Partly Much Missing 18% - 78% 4% Learner training aims to help learners develop the ability to take more responsibility for their own learning (Dickinson, 1993).

Thus, ....... there has been a support towards learner autonomy among the participating instructors in the study. ........ the majority of the instructors are rather positive towards learner autonomy in the teaching environment and regard some points of teaching and learning as more appropriate than others during the implementation of learner autonomy.

Comments on LA Promoting LA learning is too vast a task to be limited to class hours. learner autonomy helps the learners to learn better. spoon-feeding is not the correct way of teaching a foreign language. Promoting LA motivation portfolio assessment learner training open-discussions learner-strategy training keeping journals

Suggested Readings Balçıkanlı, C. (in press). Learner Autonomy (LA) in EFL Settings. The Journal of Gazi Faculty of Education. Benson, P. and Voller, P. (1997). Autonomy and Independence in Language Learning. London: Longman. Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. England: Pearson Education Limited. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon. Dam, L. 1995. Learner Autonomy 3: From theory to classroom practice. Dublin. Authentik. Demirel, Ö. (2002). Yabancı Dilde Öğrenen Özerkliği. Milli Eğitim Dergisi. 155-156, 76-88. http://yayim.meb.gov.tr/dergiler/155-156/karacaoglu.htm Dickinson, L. 1987. Self-instruction in Language Learning. Cambridge. CUP.

Suggested Readings Gardner, D and Miller, L. 1999. Establishing Self-Access: from theory to practice. Cambridge. CUP. Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon. Little, D. (1990). Autonomy in language learning. Autonomy in language learning. I. Gathercole (Ed), (7-15). London, CILT, Little, D. (1991). Learner Autonomy: Definitions, issues and problems. Dublin: Authentic Limited. McGarry, D. (1995). Learner Autonomy 4: The Role of Authentic Texts. Dublin. Authentic. Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.

Suggested Readings Scharle, A. and Szabo, A. (2000). Learner Autonomy: A guide to developing learner responsibility. Cambridge: CUP Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing Learner training for language learners. UK: Prentice Hall International. Yumuk, A. Ş. (2002). Letting go of control to the learners: The role of the Internet in promoting a more autonomous view of learning in an Academic translation course. Educational Research, 44, 141-156.

Thank you so much for your attention Res. Assist. Cem BALÇIKANLI balcikanli@gazi.edu.tr Gazi University Gazi Faculy of Education Department of Foreign Languages Unit of English Language Teaching