THEN ROLES AND RESPONSIBILITIES NEED TO BE THOUGHT AGAIN?
Slide 13
TEACHERS & LEARNERS WHO NEEDS TO SUPPORT WHOM?
Slide 14
TEACHERS ROLES ARE CHANGING?
Slide 15
LEARNERS HAVE DIFFERENT NEEDS- INTERESTS-INPUTS THAN WE HAD
ONCE?
Slide 16
TEACHERS, HELP THEM LEARN?
Slide 17
Slide 18
LEARNER AUTONOMY? Reinders -2000act of learning BUT learners
need to find their own way of learning= how to study alone and
direct their learning= SO Leslie-1987must be autonomous Holec
1981the ability to take charge of ones learning SO Candy-1989 can
be exercised in planning, monitoring and evaluating learning
activities including both content and process of learning AND
Littlewood-1999 learners should take more responsibility in the
learning process BECAUSE learning can only be performed by learners
themselves and need to gain the ability to carry on their own
learning after school
Slide 19
MOREOVER Little-1991 learners take over the control in many
process which have traditionally belonged to the teacher, such as
deciding on learning objectives, selecting leaning methods,
evaluating and monitoring the learning process AND a capacity which
helps learners to personalize what they have learned and transfer
it to another context BUT Dam-1995, Vanijdee-2003, Naiman-2000
should have willingness to authorize their own learning and life
BECAUSE Kiho- 2000a kind of self-determination
Slide 20
WAYS TO EMPLOY? Benson and Voller- 1977 LA should feature; -A
situation in which learners study entirely on their own -A set of
skills which can be learned and applied in self-directed learning
-An inborn capacity which is suppressed by institutional educaiton
-The exercise of learners responsibility for their own learning
-The right of learners to determine the direction of their own
learning Chan- 2001stages for learners to expand their roles to
take charge of their own learning; -Setting learning goals
-Indetifying and developing learing strategies to achieve the goals
-Developing study plans -Reflecting on learning -Indetifiying and
selecting relevant resources and support -Assessing ones own
progress
Slide 21
WHY TO EMPLOY? Cotteral 19951.Philosophicallearners have the
right to make choices for their own learning 2.Pedagogicallearners
learn more efficiently when they are involved in the learning
process 3.Practical learners feel more secure when they are
involved in decision making process for their own learning process
Little -2002, Akba and zdemir- 2002 learners should be ready to
learn in every part of their life Chan- 2001learners need to be
helped to find ways of their own learning Thanasoulas- 2000
learners need to be aware of and identify their own strategies to
take control over their own learning Camirelli- 1999 learners
should learn how to study Chuck-2003learners should develop some
awareness to make decisions about their own learning Dias 2000,
Healey, 2002 learners need to be provided with learning techniques
Benson-2001, Dam- 1995, Camirelli- 1999, Camirelli- 2000 taking
responsibility and being independent are main elements in learner
autonomy Sinclair-1997, Cotteral-2000 learner autonomy is a general
educational goal
Slide 22
Target qualities for every member of the Turkish naiton are;
-Having and fulfilling the responsibilities for the republic and
society -Possessing independent and scientific way of thinking
-Working independently and collaboratively Karacaolu and ubuk- 2002
Demirel-2005; ELP ( European Language Portfolio) ; -requires and
supports autonomy -requires learners to make decisions about their
own learning Santos-2002, Mirici and Demirel- 2002, Little-2003 It
is necessary to; - convince and prepare teachers by clarifying the
aspects of autonomy -deal with developing autonomy with different
research and develop activities leading autonomy in the
classroom
Slide 23
Teachers are no longer ONLY source of knowledge and information
learners need teachers help to learn how to access the resources
without the mediation of teachers Little- 1995, Dickinson -1987 But
learners do not automatically accept the responsibility,
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HOW? Thanasoulas-2000, Mariani-1997 Autonomy is not something
to teach but an ending process to develop, Paiva-2005autonomy is
not a personal quality; it is affected by internal and external
conditions; -Socio-political-economical context -Educational
policies -The school context -The learner -The teacher -The input
-Technology
Slide 25
Nunan-1997 classroom are the best place to encourage learners
to move towards autonomy; - awareness of the goals and content -
involvement selecting their own goals -intervention modifying and
adapting the goals and content -creation create their own goals
-transcendence go beyond the classroom Benson-2001 approaches to
promote learner autonomy; -Resource-based; self-access,
self-instruction, distance learning -Technology-based; independent
interaction with educaitonal technologies -Learner-based ; focus on
strategy and skill development in learners -Classroom-based;
relationship between learners and teachers -Curriculum-based;
learner control over the planning and evaluating of learning
-Teacher based ; teachers professional development Reinders 2000;
-integration -awareness -training and support -bridging
Slide 26
In the classroom; -course objective -course content -material
selection -course time-place-pace -homework task -classroom
management -position of desks -seating of students and interaction
pattern -discipline matters -record keeping -Assessment THEN IN THE
CLASSROOM, SHALL WE GO MAD?
Slide 27
WHO ARE autonomous learners? Dickinson -1987, Schwienhorst-
1997, Rebenius- 2003, Dickinson- 1993, Victori-2000, Gardner-2000,
Littlewood-1996, McCarthy-1998, Benson-2001, Cotteral-1995,
Chan-2001, Omaggio-1978 (cited in Tanasoulas-2000), Geddes and
Sturtridge-1982, Tumposky-1982 Taking responsibility for their own
learning Being aware of objectives Knowing how to manage, monitor
and evaluate their own learning Making decisions on learning
materials, topics, strategies Determining short and long term goals
in their own learning process Understanding what is taught
Formulating their own learning objectives Doing without overt
approval from the teacher Selecting and implementing learning
strategies Monitoring their use of these strategies Being
self-spacing Being self-testing
Slide 28
STUDIES ABROAD 1.Kiho and Hirotsugu (2000), Influence of
Autonomy on perceived Control Beliefs and Self-Regulated Learning
in Japanese Undergraduate Students 2.Chan (2001), Readiness for
Learner Autonomy: what do our learners tell us? 3.Spratt, Humphreys
and Chan ( 2002), Autonomy and Motivation: which comes first?
4.Santos ( 2002), Stimulating Autonomy in the Foreign Language
Classroom: Convincing the Teachers 5.Chan ( 2003), Autonomous
Language Learning: the Teachers Perspectives 6.Vanijdee ( 2003),
Thai Distance English Learners and Learner Autonomy 7.Naizhao and
Yanling ( 2004), An Empirical Investigation of Learner Autonomy in
Some EFL Classes in China 8.Camirelli ( 1997), Learner Autonomy:
The Teachers Views
Slide 29
STUDIES IN TURKEY 1.Sancar ( 2001), Learner Autonomy: A Profile
of Teacher Trainees in Pre- service Teacher Education 2.Yumuk
(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 3.Tayar ( 2003), A Survey on Learner
Autonomy and Motivation in ESP in a Turkish Context 4.Koak ( 2003),
A Study on Learners Readiness for autonomous Learning of English as
a Foreign Language 5.Egel ( 2003), The Impact of the European
Language Portfolio on the Learner Autonomy of Turkish Primary
School Students 6.Yldrm ( 2005), ELT Students Perceptions and
Behaviors Related to Learner Autonomy as Learners and Future
Teachers 7.zdere (2005), State-Supported Provincial Universities
English language Instructors Attitudes towards learner Autonomy
8.Sert ( 2006), EFL Student Teachers Learning Autonomy 9.Durmu (
2006), EFL Instructors Perceptions on Learner Autonomy at Anadolu
University
Slide 30
SO WHAT? Results: Teachers are more responsible for
methodological aspects on classroom instructions than students
Students are more responsible for the activities outside the
classroom Teachers are more supportive for the classroom
instruction responsibilities where there were no restrictions by
the school administration or where there was no need for any
Professional knowledge from the students standpoint Suggestions
Students need awareness raising for taking more responsibility for
classroom instruction Teachers need to raise awareness in
students
Slide 31
RESEARCH QUESTIONS: 2007 EFLS TEACHERS VIEWS ON LEARNER
AUTONOMY 1.What is English teachers view on learner Autonomy at
primary and secondary state schools in Eskiehir city centre? 2.What
areas of classroom instrucitonal responsibilities do English
Teachers find more suitable for the promotion of learner
autonomy?
Slide 32
PARTICIPANTS
Slide 33
INSTRUMENT Questionnaire, developed by Camirelli 1999
Slide 34
DATA ANALYSIS
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COMPARISION
Slide 37
Teachers generally seem to be supportive and aware of autonomy.
However being aware of autonomy does not mean knowing how to
promote it. That is why there is a need for professional
development.
Slide 38
2007- 2012 what changes in 5 years? ELT Learners' Views on
Learner Autonomy at Balkesir University Necatibey Education
Faculty- Fatma BARLAS 252 - Pre-service teachers The results of the
study revealed that the majority of the participating students had
the oppion that it was appropriate to foster learner autonomy in
terms of these aspects; finding their own learning methods,
formulating their own explanations, interaction pattern, course
content, self-assessment and course objectives. On the other hand,
the results showed that record keeping and classroom management
were the least suitable aspects for the promotion of learner
autonomy.
Slide 39
HOW NEW TRENDS COULD DEVELOP LEARNER AUTONOMY? course
objectives-content-materials- time/place/pace, interaction pattern,
classroom management, record keeping, homework tasks, teaching
focus, formulating own expression, finding own learning strategies,
self assessment. -Blogs -Social media- facebook/ twitter -Flipped
classroom -Online exams/quizes -ITEC project