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Teachers and professors learn many approaches from their academic books and from each other to teach foreign languages in their classes. The autonomy approach is one of the most important and necessary approaches in foreign language classes. This study deals with the autonomy approach in foreign language education. The definitions of autonomy and the autonomy approach will be given. Sample classroom activities will be shared. The role of the autonomy approach in language learning and teaching will be highlighted.

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt's questionnaire that regards "autonomy and motivation" as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0. The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants' learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

This paper aims to investigate student teachers' beliefs about learner autonomy in the Turkish educational context. In a study in the ELT Department, Gazi University, a questionnaire developed by Camilleri (1997) was administered to 112 student teachers. Twenty volunteer student teachers were interviewed in groups to identify their further general attitudes towards learner autonomy. The overall study findings indicate that student teachers are positive towards the adoption of learner autonomy principles. Most student teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks to be followed. In light of the findings, teacher educators are recommended to encourage their student teachers to engage in out-of-class tasks; to involve them in decision-making on the learning/teaching processes and to employ portfolios and teacher logs for the development of practical knowledge and thinking operations. (Contains 1 table.)

Reports on a classroom-based project exploring the learning experiences of 30 Japanese English-as-Second-Language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. Describes a model that was implemented in three multimedia lab classes of two content-based language courses in a sheltered immersion program. (Author/VWL)

This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that gives insight into learners' perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to learn English and as a means to develop independent learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students' understanding of independent learning was rather shallow. Finally, a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum. (Contains approximately 177 bibliographic references.) (Author/SM)

Two models and techniques for teaching learning strategies to second language learners, particularly in the Asian cultural and educational context, are presented. The models are the Cognitive Academic Language Learning Approach (CALLA) and the Problem-Solving Process Model. An introductory section gives background information on learning strategies theory and describes each model. The second section provides both theoretical and practical information for implementing learning strategies instruction with the Problem-Solving Process Model. This includes a definition of metacognitive processes, introduction to the use of language learning strategies, instructional procedures, notes on scaffolding independent learning, and a sample think-aloud protocol demonstrating the model's use. The third section explores the utility and implementation of learning strategies instruction in Asian classrooms, and includes a description of learning strategies instruction in one university course in Japan, sample worksheets for a lesson, a brief discussion of the model's use to synthesize cooperation and autonomy in classroom learning, and notes on developing a learning strategies lesson. Several worksheets are included. Contains 23 references. (MSE)

This study stems in part from a desire to correct the misapprehension that Japanese students are somehow less autonomous than learners from other cultural backgrounds. The view that Japanese learners tend to be passive, obedient, and quiet is commonly accepted. Much of this "evidence" is anecdotal and comes from teacher observation of student behavior, not interviews with students themselves. Language teaching in Japan is, indisputably, still teacher-centered, and students have been led to rely upon memorization and mechanical approaches to language learning. Given these facts, it is not surprising that Japanese students do not typically demonstrate much learner autonomy or use a wide variety of learning strategies. It is asserted that Japanese students are not any more or less autonomous than learners from different cultural backgrounds; rather, the environment in which they have studied a foreign language, characterized by a formal, teacher-centered, grammar-translation approach that discourages experimentation with language and the development of a set of personalized learning strategies is responsible for the students' classroom behavior. Six groups of four to five Japanese college students were asked to respond individually to 13 questions, the answers to which had been used in several earlier studies and had been shown to be valid indicators of the level of learner autonomy. Results indicate that it is not the learners who are innately passive, but it is an educational system that has created an environment that discourages learner autonomy. Seven references and an appendix with the questionnaire are included. (KFT)

This study aims to examine the studies on curriculum commitment in Turkey. The descriptive content analysis method was used in the research. Google Scholar and YÖK national databases were searched using the keywords "curriculum" and "fidelity." Twenty-four studies using these words in their titles were included in the research. Studies were classified according to the variables of year, language, study type, sample group, method, subject, and analysis techniques used. The results revealed that the number of studies on curriculum commitment had increased significantly in recent years. Most of the studies are in the Turkish language. More studies examine the commitment of secondary and high school teachers to the curriculum. Many of the studies are in the article type, and the number of doctoral studies is limited. The issue of commitment to the curriculum was more associated with personal and professional factors. Curriculum literacy, self-efficacy, curriculum design approach, professional commitment, program orientation, teacher autonomy, philosophy of education, teaching motivation, and learning-teaching process are other issues associated with curriculum commitment. Quantitative methods were used in most studies, and descriptive and univariate analyses were used more. The results revealed a need to increase the number of qualitative studies and diversify the methods used to understand the commitment to the curriculum better. [For the full proceedings, see ED652228.]

This study aims to examine the studies on curriculum commitment in Turkey. The descriptive content analysis method was used in the research. Google Scholar and YÖK national databases were searched using the keywords "curriculum" and "fidelity." Twenty-four studies using these words in their titles were included in the research. Studies were classified according to the variables of year, language, study type, sample group, method, subject, and analysis techniques used. The results revealed that the number of studies on curriculum commitment had increased significantly in recent years. Most of the studies are in the Turkish language. More studies examine the commitment of secondary and high school teachers to the curriculum. Many of the studies are in the article type, and the number of doctoral studies is limited. The issue of commitment to the curriculum was more associated with personal and professional factors. Curriculum literacy, self-efficacy, curriculum design approach, professional commitment, program orientation, teacher autonomy, philosophy of education, teaching motivation, and learning-teaching process are other issues associated with curriculum commitment. Quantitative methods were used in most studies, and descriptive and univariate analyses were used more. The results revealed a need to increase the number of qualitative studies and diversify the methods used to understand the commitment to the curriculum better. [For the full proceedings, see ED652228.]

Problem Statement: Teaching a language with the help of computers and the Internet has attracted the attention of many practitioners and researchers in the last 20 years, so the number of studies that investigate whether computers and the Internet promote language learning continues to increase. These studies have focused on exploring the beliefs and attitudes of learners and teachers towards computers and the Internet or on inquiring whether computers and the Internet increase the achievement levels of learners or enhance students' awareness of other cultures. Despite the widespread use of computers and the Internet in educational settings, a small number of research studies have investigate the role of Computer-Assisted Language Learning (CALL) in promoting learner autonomy. This study will contribute to the literature on the ways that CALL environments foster learner autonomy. Purpose: The aim of this study is to utilize language learning environments equipped with technology to develop learner autonomy. There are four behavioural indicators of autonomy: using language learning strategies; a high motivation level to learn the English language; taking responsibility for one's own learning; and continued English language study outside the classroom. Method: Forty-eight intermediate-level students at a private university in Ankara, Turkey participated in this study. The students were divided into two groups: the Strategy Training Group (STG) and the Non-Strategy Group (NSTG). The students in the STG received a five-week language learning strategy training through CALL, while the participants in the NSTG followed the university's regular curriculum. Data were collected by means of questionnaires, semi-structured face-to-face interviews, classroom observations, e-learning diaries, and the five-week language learning strategy training through CALL. Findings and Results: The results of the study indicate that the students in the STG displayed improvement in their usage of language learning strategies, had higher motivation, were more willing to take responsibility for their own learning, and were engaged in extra-curricular study by means of CALL compared to the students in the NSTG. Conclusions and Recommendations: Becoming autonomous learners necessitates readiness on the part of the students. Therefore, it is important for instructors to know whether their students are ready to develop autonomy. Autonomous learning differs from conventional foreign language education in the sense that the primary focus of autonomous learning is on on the learners' individual awareness of the learning process. Therefore, it would be beneficial for curriculum units in language teaching institutions to revise course objectives and to design classroom activities that promote learner autonomy.

Recently, teaching and learning languages has largely and directly focused on students' ability to study independently. Therefore, it is necessary for English as a Foreign Language (EFL) students to develop learner autonomy (LA) in learning. Conducting studies to explore the ability to study autonomously among secondary students is necessary. This study, hence, aimed to explore the 9th grade students’ perceptions of their strategies in LA development in learning EFL at a state-owned secondary school (SOSS) in Ho Chi Minh City, Vietnam. The study involved 152 ninth graders. Both quantitative and qualitative data were obtained through the use of two instruments, namely the questionnaire and interviews. For analyzing the collected data, descriptive statistics and content analysis were employed. The findings of the study revealed that to develop LA, most students used strategies related to identifying learning needs and trying to achieve learning goals, and over half of them used such strategies as setting learning goals and making plans, applying learning strategies, and evaluating the learning process and outcomes. The study also made some recommendations for both teachers and students, as well as their families, with the aim of enhancing students’ LA in learning EFL. This study is expected to shed light on methods for language teaching and autonomy-based learning orientation.

The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitalization. It is to be noted that the challenges of second language learners may not be resolved totally in the language classroom, hence there is the need for the teacher to become a facilitator thereby paving way for students' self- discovery through different cyber-tasks and navigating system inherent in this computer infested world. This paper therefore displays a phase of digitalized pedagogy in the language classroom.

This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners' experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners' experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners. Participants of the current study were 326 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate, high intermediate to advanced. The proficiency level of the learners is determined by specific exam named ALCPT(American Language Placement Test) which is administered to learners in each term and of which Cronbach alpha level is 0.98. The current study was implemented in a public institution offering four-year university education setting where the learners are academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Data from the questionnaire was analyzed with the help of SPSS 22 by applying descriptive statistic and One-Way ANOVA statistic. Data indicated that there isn't a significant difference between learner autonomy perceptions of learners and their proficiency levels. However, data indicated that there are significant differences in the constructs of technical perspectives on learner autonomy, benefits of learner autonomy to language learning, the role of the teacher in promoting autonomy and proficiency and learner autonomy.

The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners. Participants of the current study were 326 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate, high intermediate to advanced. The proficiency level of the learners is determined by specific exam named ALCPT(American Language Placement Test) which is administered to learners in each term and of which Cronbach alpha level is 0.98. The current study was implemented in a public institution offering four-year university education setting where the learners are academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Data from the questionnaire was analyzed with the help of SPSS 22 by applying descriptive statistic and One-Way ANOVA statistic. Data indicated that there isn't a significant difference between learner autonomy perceptions of learners and their proficiency levels. However, data indicated that there are significant differences in the constructs of technical perspectives on learner autonomy, benefits of learner autonomy to language learning, the role of the teacher in promoting autonomy and proficiency and learner autonomy.

The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners. Participants of the current study were 326 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate, high intermediate to advanced. The proficiency level of the learners is determined by specific exam named ALCPT(American Language Placement Test) which is administered to learners in each term and of which Cronbach alpha level is 0.98. The current study was implemented in a public institution offering four-year university education setting where the learners are academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Data from the questionnaire was analyzed with the help of SPSS 22 by applying descriptive statistic and One-Way ANOVA statistic. Data indicated that there isn't a significant difference between learner autonomy perceptions of learners and their proficiency levels. However, data indicated that there are significant differences in the constructs of technical perspectives on learner autonomy, benefits of learner autonomy to language learning, the role of the teacher in promoting autonomy and proficiency and learner autonomy.

The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners. Participants of the current study were 326 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate, high intermediate to advanced. The proficiency level of the learners is determined by specific exam named ALCPT(American Language Placement Test) which is administered to learners in each term and of which Cronbach alpha level is 0.98. The current study was implemented in a public institution offering four-year university education setting where the learners are academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Data from the questionnaire was analyzed with the help of SPSS 22 by applying descriptive statistic and One-Way ANOVA statistic. Data indicated that there isn't a significant difference between learner autonomy perceptions of learners and their proficiency levels. However, data indicated that there are significant differences in the constructs of technical perspectives on learner autonomy, benefits of learner autonomy to language learning, the role of the teacher in promoting autonomy and proficiency and learner autonomy.