Learner autonomy in language learning: Syrian refugee EFL learners’ perceptions and readiness

• Autores: Nilcan Bozkurt, Fadime Yalcin Arslan
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 8, Nº. 2, 2018, págs. 115-145
• Idioma: inglés
• DOI: 10.17583/remie.2018.3028
• Títulos paralelos:
  • Autonomía del aprendiz en el aprendizaje de un idioma: Percepciones y disposición de refugiados sirios en EFL
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio examinó las percepciones de refugiados de Siria que estudian el inglés como Lengua Extranjera (EFL, por sus siglas en inglés) respecto de la autonomía del alumno, así como su disposición para ser autónomo en el aprendizaje del idioma inglés, y los efectos del grado y el género sobre las percepciones de los estudiantes. Se utilizó el método mixto, y los resultados indicaron que ni el grado ni el género causan diferencias estadísticamente significativas en términos de las percepciones de refugiados sirios sobre la autonomía del alumno al aprender idiomas; sin embargo, ambos causaron drásticas diferencias estadísticas en términos de sub escalas. Los estudiantes de 8º grado se percibieron como más autónomos en términos de experiencia en el aprendizaje de idiomas, mientras las estudiantes parecían más autónomas en términos de la percepción que tenían sobre el papel de los maestros y la retroalimentación. Las percepciones de autonomía fueron ligeramente menores que la disposición para la autonomía, pero hubo una relación estadísticamente significativa entre percepciones de autonomía y su disposición de autonomía en el aprendizaje del idioma. El aumento de las percepciones de autonomía aumentó la disposición de los aprendices para autonomía.

  • English

    This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the 8th graders in this study perceived themselves as being more autonomous in terms of experience in language learning, the female students seemed more autonomous in terms of their perceptions of the role of teachers and feedback. Additionally, although the learners’ perceptions regarding autonomy were slightly lower than their readiness for autonomy, there was a statistically significant relationship between their perceptions of learner autonomy and their readiness for autonomy in language learning. When their perceptions about learner autonomy increased, their readiness for autonomy also increased.

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