TURKISH PREP CLASS STUDENTS’ VIEWS ON AUTONOMOUS LEARNING AFTER THE IMPLEMENTATION OF A BLENDED LEARNING APPROACH

Authors : Serpil Meri Yilan

Pages : 563-580

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Publication Date : 2021-09-21

Article Type : Research

Abstract :This paper is focused on two issues, learner autonomy and blended learning, in language education by presenting an empirical study. The study aims to investigate university- level students’ beliefs about their autonomous learning just after the implementation of a blended learning approach. In order to set up this approach, the study integrated the practice of both activities from a course management system and online journal writings into an English writing course for academic purposes in a Turkish state university. Data collection took place in December 2019. Among course takers, 21 voluntarily filled out a survey asking about their views on their learning, particularly autonomous language learning. Afterwards, five of them agreed to attend a semi-structured interviewing process. Data from both research instruments indicated that Turkish prep class students had positive feelings about autonomous language learning. The findings also showed that the combination of classroom learning with online learning facilitated their learning of the current course and their adaptable skills for future learning environments. Accordingly, the study makes some recommendations for course designers, policymakers and researchers to consider designing a blended learning environment consistent with the classroom curriculum and learning outcomes.
Keywords : Learner Autonomy, Blended Learning, Beliefs, English Language Learning, English for Academic Purposes.