The Effect of the Application of Learning Activities Based on Learner Autonomy on the 6th Grade Students’ English Achievements, Attitudes, and Learner Autonomy

Senol Orakci, Yucel Gelisli

Abstract


The study aims to determine the effects of learning activities based on learner autonomy on the English achievements, attitudes, and learner autonomy of 6th grade students by allowing students to choose activities to be conducted in English language teaching. The study was conducted on experimental and control groups. Research data were collected through the use of achievement tests, the scale of attitudes toward English lesson, learner autonomy scale, interviews and observation based on researcher’s journal form. The study results showed that the achievement levels of the experimental group that used learning activities based on learner autonomy learning and those of the control group that used the activities within the framework of the curriculum prescribed by the Ministry of National Education increased. However, the experimental group was seen to be more successful than the control group. There were significant differences between students in experimental and control groups with respect to achievement, attitude, and learner autonomy scores but all the differences were in favor of the experimental group. As a result of the content analysis method, it was reached that learning English with various classroom activities based on learner autonomy was effective because of the fact that it facilitated, reinforced and retained students’ learning process. Also, this learning process enhanced cognitive, affective, and self and peer assessment skills of students.

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