Exploring Turkish EFL Instructors' Perceptions on Learner Autonomy through Metaphor Elicitation Technique

Autor/inn/en	Erel, Sevgi; Bedir, Hasan
Titel	Exploring Turkish EFL Instructors' Perceptions on Learner Autonomy through Metaphor Elicitation Technique
Quelle	In: Acta Educationis Generalis, 11 (2021) 1, S.43-62 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2585-7444
Schlagwörter	Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Personal Autonomy; Self Concept; Role Perception; Student Role; Teacher Role; Figurative Language; Undergraduate Students; Public Colleges; College Faculty; Schemata (Cognition); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Individuelle Autonomie; Selbstkonzept; Role conception; Rollenverständnis; Lehrerrolle; Fakultät; Cognition; Schema; Kognition; Ausland; Türkei
Abstract	Introduction: This study analysed Turkish instructors' metaphors identifying learners in terms of learner autonomy. Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants. Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process. Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners. Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English. Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01