HOW AUTONOMOUS WE ARE? REFLECTIONS OF ENGLISH TEACHERS

Learner autonomy plays an important role in language education since learners are expected to improve their language level aside from teacher-oriented activities. For learners to gain independent learning skills, teachers must be equipped with the required knowledge and skills of autonomous learning. Therefore, this study aims to find out and compare the reflections of pre-service and in-service English teachers upon learner autonomy based on the pre-service and in-service education they receive. For this purpose, 266 pre-service English teachers from four different state universities and 46 in-service English teachers from 10 different cities in Turkey participated in the study. The participant shared their opinions by answering some yes/no questions and open-ended questions included in a written interview protocol (WIP), whose validity and reliability were checked by six field experts who were all faculty members in two different state universities in Turkey. Statistical Program for Social Sciences (SPSS) and Excel program were utilized to code and analyze the quantitative data in forming the frequency and percentage tables, while constant comparison of grounded theory was applied to interpret and categorize the qualitative data. A separate coder apart from the researcher was also involved in categorization of qualitative data analysis procedures to ensure inter-rater reliability and the agreement levels of the formed categories was calculated according to the inter-rater reliability formula (suggested by Miles and Huberman, 1994: 64). The results revealed that the statements with negative connotations are the categories with the highest percentage in both groups in that 102 (38.3%) pre-service and 27 (58.6%) in-service English teachers held negative opinions about the place of learner autonomy in their own education. This is closely followed by the statements with positive connotations in that 94 (35.3%) pre-service and 12 (26%) in-service English teachers possess positive opinions about the role of learner autonomy in their own education. That the highest frequency belongs to the negative opinions may result from the fact that the pre-service English teachers are not informed, given feedback or tested upon learner autonomy and in-service English teachers do not receive any theoretical or practical knowledge in their in-service education. The positive quotations focus on student motivation, opportunity for research, increased awareness about student needs and interests, improving students’ abilities, promoting self-control and coursebook features whereas negative quotations include lack of real students, theory-practice gap, lack of practical experience, lacking aspects of practicum and following new developments. Besides, some participants state that they receive education but it is not enough for their professional development. In light of the findings, it can be said that pre-service English teachers should be exposed to activities that promote learner autonomy, conduct micro-teaching activities and take feedback to improve themselves both during courses and practicum. As for in-service English teachers, they should be introduced to learner autonomy in their in-service education and guided by mentors or teacher educators and given opportunities to foster learner autonomy in their real classes so that they will work out what works and fails in practice, and take precautions in their future attempts.