Australian Journal of Teacher Education
Abstract
This study explored language teachers’ beliefs on learner autonomy in different educational contexts at a university setting in Turkey adopting an explanatory mixed methods design. Teacher cognition has been investigated extensively all over the world. Yet, teacher cognition on learner autonomy has received less attention. Regarding teachers’ voices as essential to understand how they perceive learner autonomy, the study was structured in two phases- questionnaire survey and narrative inquiry. SPSS Version 23 and content analysis were utilized to analyse the quantitative and qualitative data emanated from the research. The findings revealed that while teachers considered learner autonomy from different perspectives, their gender and academic status did not indicate a difference in their cognition of learner autonomy. However, their teaching context displayed a small distinction, which should be investigated in the following studies. The study yielded several implications for the consideration of learner autonomy in teaching and teacher education.
Was this research funded?
No, research was not funded
Recommended Citation
Erel, S., & Bedir, H. (2023). Exploring Language Teachers’ Cognition of Learner Autonomy in Turkish Tertiary EFL (English as a Foreign Language) Context. Australian Journal of Teacher Education, 48(7). https://doi.org/10.14221/1835-517X.6070