sevg İ sabanci [email protected] @sslimerick about.me/sevgisabanci efl’s teachers views on...

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  • Slide 1
  • SEVG SABANCI [email protected] @sslimerick about.me/sevgisabanci EFLS TEACHERS VIEWS ON LEARNER AUTONOMY
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  • WHOSE MATTER IS THIS EDUCATION?
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  • WHO NEEDS TO BE SUCCESSFUL ?
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  • WHO HAS THE ABILITY TO FULLFILL THIS EDUCATION?
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  • WHO HAS THE INFORMATION FOR THIS EDUCATION?
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  • WHO HAS THE BEST FACTORY FOR THIS EDUCATION?
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  • THEN WHERE THE LEARNERS GO AWAY?
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  • CAN THE TEACHERS MAKE THEM WAKE UP?
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  • OR THE TEACHERS GO MAD?
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  • TEACHERS CAN NOT REACH THE LEARNERS
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  • THEN ROLES AND RESPONSIBILITIES NEED TO BE THOUGHT AGAIN?
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  • TEACHERS & LEARNERS WHO NEEDS TO SUPPORT WHOM?
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  • TEACHERS ROLES ARE CHANGING?
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  • LEARNERS HAVE DIFFERENT NEEDS- INTERESTS-INPUTS THAN WE HAD ONCE?
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  • TEACHERS, HELP THEM LEARN?
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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
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  • 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?
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  • PARTICIPANTS
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  • INSTRUMENT Questionnaire, developed by Camirelli 1999
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  • DATA ANALYSIS
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  • COMPARISION
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  • 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.
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  • 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
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  • SEVGI SABANCI Thank you