<abstract xmlns="http://www.w3.org/1999/xhtml"><bold>Introduction:</bold> This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy.<bold>Methods:</bold> In the present study we proposed a mixed methods approach to the investigation of the images created by the participants.<bold>Results:</bold> The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process.<bold>Discussion:</bold> The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners.<bold>Limitations:</bold> 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English.<bold>Conclusion:</bold> We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.</abstract>

Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy.Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants.Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process.Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners.Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English.Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.

Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy through Metaphor Elicitation Technique

Çukurova Üniversitesi, Eğitim Fakültesi, İngilizce Bölümü

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy.Methods: In the present study we proposed a...

Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy through Metaphor Elicitation Technique

Data publikacji: 06 kwi 2021

Zakres stron: 43 - 62

Otrzymano: 25 maj 2020

Przyjęty: 30 cze 2020

DOI: https://doi.org/10.2478/atd-2021-0004

Słowa kluczowe
teacher cognition, learner autonomy, metaphor, metaphor elicitation, mixed methods

© 2021 Sevgi Erel et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy through Metaphor Elicitation Technique

Data publikacji: 06 kwi 2021

Zakres stron: 43 - 62

Otrzymano: 25 maj 2020

Przyjęty: 30 cze 2020

DOI: https://doi.org/10.2478/atd-2021-0004

Słowa kluczoweteacher cognition, learner autonomy, metaphor, metaphor elicitation, mixed methods

© 2021 Sevgi Erel et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
teacher cognition, learner autonomy, metaphor, metaphor elicitation, mixed methods