Learner Autonomy and Language Success in Higher Education

By Kadir Hüseyin Ünlü and Mustafa Er.

Published by The International Journal of Learning in Higher Education

Format Price
Article: Print $US10.00
Published online: April 15, 2016 $US5.00

Learner autonomy shows learners assuming responsibility for the educational process, as they are placed at the center of learning. Although the concept of autonomy dates back to the 18th century, autonomous learning in language education received great attention in the early 1970s and since then has become a widespread practice in language education. The difficulties encountered in language learning processes are overcome by the development of autonomous language learning skills. The research data point out that autonomous learner groups are found to be more successful than traditional learner groups in language classes. The purpose of this study is to investigate the effects of learner autonomy on English language listening and reading comprehension skills. This research was carried out in a higher education institution, and participants in the study are college students who were all randomly chosen. The learner autonomy of the participants was measured by the Autonomy Perception Scale and language success, i.e. listening skill, and reading comprehension achievement was measured by the American Language Course Placement Test (ALCPT), which is a standardized test developed by the Defense Language Institute (DLI).

Keywords: Learner Autonomy, Higher Education, Language Education

The International Journal of Learning in Higher Education, Volume 23, Issue 2, June 2016, pp.1-6. Article: Print (Spiral Bound). Published online: April 15, 2016 (Article: Electronic (PDF File; 590.723KB)).

Kadir Hüseyin Ünlü

Turkish Air Force Academy, İstanbul, Turkey

Dr. Mustafa Er

Turkish Air Force Academy, İstanbul, Turkey