BibTex RIS Kaynak Göster

Who is More Responsible? Preparatory Class Students’ Perceptions of Responsibility

Yıl 2013, Cilt: 2 Sayı: 2, 70 - 81, 27.01.2014

Öz

 

The main aim of this study is to explore learners’ perceptions of their own responsibility in learning English. The question of whether our learners in Canakkale Onsekiz Mart University (hereafter COMU) Compulsory and Voluntary English Language Prep Classes are responsible enough for their own learning or not is the main focus of this study. Whether some variables like gender, the type of the prep class education (compulsory or voluntary) and the students’ departments will affect their perceptions on responsibility is questioned in this study. Quantitative research methodology was used in the study. Being a sub-category of a survey method, a questionnaire was used by the researchers to find out the students’ perceptions of responsibility in English preparatory classes of COMU. Findings reveal that female students are much more responsible than the male students are. Also, voluntary learners are less aware of their strengths and weaknesses in learning English. Students at Travel Management were found to know what to practice in English and how to learn English more when compared to the students of Archeology. Furthermore, students seem to have some problems in planning and revising their own learning. Bearing the findings of the study in mind, suggestions were drawn at the end of the study. 

Kaynakça

  • Baylan, S. (2007) University Students’ and their Teachers’ Perceptions and Expectations of Learner Autonomy in EFL Prep Classes. (Unpublished M.A. Thesis). İstanbul: Marmara University.
  • Bayraktar Balkır, N. (2007) An Investigation into the Effects of Learner Training and Awareness Building Activities on Learners’ Perceptions of Responsibility in Learning English (Unpublished M.A. Thesis). Çanakkale: Çanakkale Onsekiz Mart University.
  • Benson, P. (1997). „The philosophy and politics of learner autonomy”. In P. Benson and P. Voller (Eds.), Autonomy and Independence in Language Learning. London: Longman.
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Essex: Pearson Education Limited.
  • Büyüköztürk, Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı (6. Baskı). Ankara: Pegem A Yayıncılık.
  • Cotterall, S. (1995). “Readiness for autonomy: investigating learner beliefs”. System 23/2: 195-205
  • Cotterall, S. (2000). “Promoting learner autonomy through curriculum: Principles for designing language courses”. ELT Journal 54/2: 109-117
  • Dickinson, L. (1995) “Autonomy and motivation: a literature review”. System 23/2: 165-174
  • Ellis, G. & Sinclair, B. (1989). Learning to learn English. Cambridge: Cambridge University Press.
  • Esch, E. (1997). “Learner training for autonomous language learning”. In Benson P. & Voller P. (Eds.) Autonomy and Independence in Language Learning. London: Longman. (pp. 164-176).
  • Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman
  • Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon Kenny, B. (1993) “For more autonomy”. System 21/4: 431-442
  • Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik
  • Little, D. (2000). We’re All in it Together: Exploring the Interdependence of Teacher and Learner Autonomy. Available at: www.encounters.jp/mike/professional/publications/tchauto.html
  • Nunan, D. (1988). “Syllabus Design”. In Harmer, J. The Practice of English Language Teaching. Malaysia: Pearson Education Limited.
  • Omaggio, A. (1978). „Successful language learners: What do we know about them?‟ In Wenden, A. Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.
  • Scharle, A. and Szabo, A. (2000) Learner Autonomy: A guide to developing. Cambridge: Cambridge University Press
  • Usuki, M. (2001). “Learner autonomy: learning from the students‟ voice” ED 452 698 Vanijdee, A. (2003). Thai Distance English Learners and Learner Autonomy. Open Learning. Vol. 18, No.1.
  • Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.
  • Zehir Topkaya, E. (2004) “English language education as a democratic practice: does it lie in learner autonomy?”. International Symposium on Democracy Education Proceedings. Çanakkale: Çanakkale Onsekiz Mart University Press. Pages: 37-42
Yıl 2013, Cilt: 2 Sayı: 2, 70 - 81, 27.01.2014

Öz

Kaynakça

  • Baylan, S. (2007) University Students’ and their Teachers’ Perceptions and Expectations of Learner Autonomy in EFL Prep Classes. (Unpublished M.A. Thesis). İstanbul: Marmara University.
  • Bayraktar Balkır, N. (2007) An Investigation into the Effects of Learner Training and Awareness Building Activities on Learners’ Perceptions of Responsibility in Learning English (Unpublished M.A. Thesis). Çanakkale: Çanakkale Onsekiz Mart University.
  • Benson, P. (1997). „The philosophy and politics of learner autonomy”. In P. Benson and P. Voller (Eds.), Autonomy and Independence in Language Learning. London: Longman.
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Essex: Pearson Education Limited.
  • Büyüköztürk, Ş. (2006). Sosyal Bilimler için Veri Analizi El Kitabı (6. Baskı). Ankara: Pegem A Yayıncılık.
  • Cotterall, S. (1995). “Readiness for autonomy: investigating learner beliefs”. System 23/2: 195-205
  • Cotterall, S. (2000). “Promoting learner autonomy through curriculum: Principles for designing language courses”. ELT Journal 54/2: 109-117
  • Dickinson, L. (1995) “Autonomy and motivation: a literature review”. System 23/2: 165-174
  • Ellis, G. & Sinclair, B. (1989). Learning to learn English. Cambridge: Cambridge University Press.
  • Esch, E. (1997). “Learner training for autonomous language learning”. In Benson P. & Voller P. (Eds.) Autonomy and Independence in Language Learning. London: Longman. (pp. 164-176).
  • Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman
  • Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon Kenny, B. (1993) “For more autonomy”. System 21/4: 431-442
  • Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik
  • Little, D. (2000). We’re All in it Together: Exploring the Interdependence of Teacher and Learner Autonomy. Available at: www.encounters.jp/mike/professional/publications/tchauto.html
  • Nunan, D. (1988). “Syllabus Design”. In Harmer, J. The Practice of English Language Teaching. Malaysia: Pearson Education Limited.
  • Omaggio, A. (1978). „Successful language learners: What do we know about them?‟ In Wenden, A. Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.
  • Scharle, A. and Szabo, A. (2000) Learner Autonomy: A guide to developing. Cambridge: Cambridge University Press
  • Usuki, M. (2001). “Learner autonomy: learning from the students‟ voice” ED 452 698 Vanijdee, A. (2003). Thai Distance English Learners and Learner Autonomy. Open Learning. Vol. 18, No.1.
  • Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.
  • Zehir Topkaya, E. (2004) “English language education as a democratic practice: does it lie in learner autonomy?”. International Symposium on Democracy Education Proceedings. Çanakkale: Çanakkale Onsekiz Mart University Press. Pages: 37-42
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm ELT Research Journal
Yazarlar

Kürşat Cesur

Abdullah Ertaş

Yayımlanma Tarihi 27 Ocak 2014
Gönderilme Tarihi 27 Ocak 2014
Yayımlandığı Sayı Yıl 2013 Cilt: 2 Sayı: 2

Kaynak Göster

APA Cesur, K., & Ertaş, A. (2014). Who is More Responsible? Preparatory Class Students’ Perceptions of Responsibility. ELT Research Journal, 2(2), 70-81.