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首页> 外文期刊>Journal of Education and Practice >EFL Proficiency in Language Learning and Learner Autonomy Perceptions of Turkish Learners
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EFL Proficiency in Language Learning and Learner Autonomy Perceptions of Turkish Learners

机译：土耳其语学习者的英语学习能力和学习者自主能力

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The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners’ perceptions of learner autonomy with ELT learner’s proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners’ autonomy perceptions are affected by proficiency level of learners. Participants of the current study were 326 learners in 10 different classes aging from 18 to 23 with different levels varying from beginner, elementary, intermediate, high intermediate to advanced. The proficiency level of the learners is determined by specific exam named ALCPT(American Language Placement Test) which is administered to learners in each term and of which cronbacha alpha level is ,98. The current study was implemented in a public institution offering four-year university education setting where the learners are academically educated on four major engineering departments, i.e. aeronautical, electronics, industrial, and computer. Data from the questionnaire was analyzed with the help of SPSS 22 by applying descriptive statistic and One-Way ANAVO statistic. Data indicated that there isn’t a significant difference between learner autonomy perceptions of learners and their proficiency levels. However, data indicated that there are significant differences in the constructs of technical perspectives on learner autonomy, benefits of learner autonomy to language learning, the role of the teacher in promoting autonomy and proficiency and learner autonomy.
机译：这项研究的目的是确定土耳其英语语言教学（ELT）学习者对学习者自主性的理解与ELT学习者在语言学习中的熟练程度之间的关系。尤其是，该研究旨在调查ELT学习者的自主知觉在多大程度上受学习者熟练程度的影响。本研究的参与者是10个不同类别的326名学习者，年龄从18岁到23岁不等，其程度从初学者，初级，中级，高级中级到高级不等。学习者的能力水平由名为AL​​CPT（美国语言入学考试）的特定考试确定，该考试每学期对学习者进行管理，其cronbacha alpha等级为0.98。当前的研究是在提供四年大学教育环境的公共机构中实施的，在该机构中，学习者接受了航空，电子，工业和计算机四个主要工程系的学术教育。通过使用描述性统计和单向ANAVO统计，在SPSS 22的帮助下分析了问卷中的数据。数据表明，学习者对学生的自主权认知与他们的熟练程度之间没有显着差异。但是，数据表明，关于学习者自主性的技术观点的结构，学习者自主性对语言学习的好处，教师在促进自主性和熟练程度以及学习者自主性方面的作用存在显着差异。

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