Abstract
ABSTRACT This study aims at identifying the learner attitudes of EFL student teachers in terms of learner autonomy in formal language learning context, and investigating whether university teaching is conducive to learner autonomy. The data was gathered from 113 first year and 96 third year student teachers and 1 1 teachers in the English Language Education Department of Uludağ University, Turkey. The instruments used in collecting data were questionnaires and interviews designed for the students and the teachers separately. For the analysis, descriptive statistics and correlations were employed, and individual items were analysed. The analysis revealed that the student teachers tend to be autonomous in their language learning because of their contact with the foreign culture through their course books, cassettes and videos, the television and the Internet, but they still have strong adherence to what their educational background has imposed on them, that is, being dependent on the teachers and the course books. For the student teachers in the present study, there is very little, if any, correlation between their autonomy levels and school success. It is concluded that the students are not aware of the merits of co-operation, collaboration, and self-confidence because they have not been given much responsibility in their schools as well as at home. This study demonstrated that the student teachers need guidance to feel more responsible for their language learning, and awareness-raising about learner autonomy.
