'Am I aware of my roles as a learner?' the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners

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dc.contributor.authorOzer, Omer
dc.contributor.authorYukselir, Ceyhun
dc.date.accessioned2025-01-06T17:43:30Z
dc.date.available2025-01-06T17:43:30Z
dc.date.issued2023
dc.description.abstractThis study explores the relationships between learner autonomy (LA), self-directed learning (SDL), goal commitment (GC) and academic achievement in English and also examines the scores which Turkish EFL learners obtained on selected measures according to demographic variables. The participants were 248 English-major Turkish undergraduate students. A mixed-method, embedded design was chosen for this study. The participants completed the Autonomous Learning Scale, the Self-Directed Learning Scale, the Commitment Scale and three open-ended questions regarding their perceptions of LA and SDL in foreign-language learning. The results showed that LA, SDL and GC are all correlated with academic achievement and with each other, with the strongest correlation found between LA and SDL. The findings also revealed statistically significant relationships between Turkish EFL learners' LA scores and all the demographic variables. Furthermore, students' open-ended responses regarding LA and SDL failed to provide particular examples of how learners exercise control over their language learning. Most of the participants in the study were aware of autonomy and self-direction and had an understanding and perception of both LA and SDL. A major implication of this study is that language learners' autonomous learning within but more importantly beyond the classroom should be encouraged.
dc.identifier.doi10.1080/09658416.2021.1936539
dc.identifier.endpage38
dc.identifier.issn0965-8416
dc.identifier.issn1747-7565
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85107472918
dc.identifier.scopusqualityQ1
dc.identifier.startpage19
dc.identifier.urihttps://doi.org/10.1080/09658416.2021.1936539
dc.identifier.urihttps://hdl.handle.net/20.500.14669/2671
dc.identifier.volume32
dc.identifier.wosWOS:000658552900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofLanguage Awareness
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241211
dc.subjectLearner autonomy
dc.subjectself-directed learning
dc.subjectgoal commitment
dc.subjectacademic achievement
dc.subjectEFL learners
dc.title'Am I aware of my roles as a learner?' the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners
dc.typeArticle

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