Fostering learner autonomy

Ceylan N. O.

Proceedings of the 1st GlobELT Conference on Teaching and Learning English as an Additional Language, Antalya, Turkey, 16 - 19 April 2015, vol.199, pp.85-93 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 199
  • Doi Number: 10.1016/j.sbspro.2015.07.491
  • City: Antalya
  • Country: Turkey
  • Page Numbers: pp.85-93


This study aims to find out whether training learners on language learning strategies fosters their learner autonomy or not. It was carried out at Kocaeli University in 2013-2014 education year with Prep School students. It is an experimental study in which randomly chosen four experimental and four control groups take part. At the beginning of the fall term, language learning strategies and learner autonomy surveys were conducted as pre-tests to identify students' use of language learning strategies and their level of learner autonomy. Then, the experimental groups were trained on language learning strategies for the two weeks and observed until the end of the first term on their use of the language learning strategies. The control groups did not receive the training. At the end of the first term, language learning strategies and learner autonomy surveys were conducted as post-tests. The literature on language learning strategies in Turkey suggests that employing language learning strategies provides students with the necessary help a teacher can give by making them teachers of their own through making them aware of the language learning process itself and their strengths and weaknesses. As this study concludes the more strategies the students employ or the more frequently more autonomous they might become by starting to shoulder the responsibility of their own learning process. (C) 2015 Published by Elsevier Ltd.