Dincer, Ali

This study aims to understand the extent to which English as a foreign language learners use technology for their autonomous language learning beyond the classroom. With a cross-sectional survey design approach, the study focuses on learner characteristics. It first investigates the existing language learner profiles of 512 English major university students concerning autonomous language learning and out-of-class technology engagement. Then, details regarding the characteristics of existing learner profiles in terms of language proficiency, daily technology use time, a variety of digital tool use and the most beneficial tools are outlined. Within this frame, cluster analyses suggested two clusters: more autonomously engaged with digital tools and less autonomously engaged with digital tools. The findings showed that more autonomously engaged students tend to have greater language-learning proficiency than the less autonomous group. The more autonomously engaged students also spent more time daily and used various digital tools in comparison to less autonomous technology users. While online websites and social media were the most frequently used digital tools for both groups, the use of podcasts, blogs and online language courses differed. According to the provided tool lists of learners, students benefited significantly from social media, online websites, dictionaries, and intelligent tutoring system applications (apps). Online games, YouTube, Instagram and other smartphone apps, which allow students to practice vocabulary and speak with foreigners, also had considerable influence on language development. The study findings provide insights for language teachers aiming to extend learners’ in-class language-learning experiences beyond the confines of the classroom.

Işık, Tuba; Balçıkanlı, Cem

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.

Dincer, Ali; Dariyemez, Tevfik

Although English is the de facto language of communication across nations in today’s world, a limited number of foreign language learners are able to communicate well in English and perceive themselves as competent speakers. Investigating traits of proficient speakers of English and understanding the reasons behind their speaking skills can guide language teachers in creating supportive language learning contexts for their students. This study explores what proficient speakers of English do to gain success in speaking, and it sheds light on how to improve speaking skills in language learning. The study examines what factors play an important role in the language development of proficient speakers of English. Sixteen English as a foreign language (EFL) students who had the highest scores on English speaking tests volunteered for this study; four focus groups were created with four participants in each group. Content analysis results indicate that contextual factors – including self-practice, teacher factor, experience abroad, Turkish context, out-of-class technology use, and affective factors, including motivation and anxiety – are important for speaking enhancement. Findings clearly reveal that language learning should go beyond the confines of the school and be supported with technology-enhanced extracurricular exercises in EFL contexts. Moreover, what motivates language learners to study English and how they feel while speaking should be considered while teaching or planning their speaking lessons.