Chapter I: introduction

A BLENDED LEARNING ENVIRONMENT IN RELATION TO LEARNER AUTONOMY

The Graduate School of Education of
Bilkent University
by
ÖZLEM BĠTLĠS
In Partial Fulfillment of the Requirements for the Degree of Master of Arts

in

The Department of
Teaching English as a Foreign Language Bilkent University
ANKARA
July 2011

BĠLKENT UNIVERSITY

THE GRADUATE SCHOOL OF EDUCATION MA THESIS EXAMINATION RESULT FORM

July 7, 2011
The examining committee appointed by the Graduate School of Education for the thesis examination of the MA TEFL student
Özlem Bitlis

has read the thesis of the student.

The committee has decided that the thesis of the student is satisfactory.
Thesis Title: Blended Learning Environment in Relation to Learner Autonomy

Thesis Advisor: Asst. Prof. Dr. JoDee Walters

Bilkent University, MA TEFL Program

Committee Members: Asst. Prof. Dr. Julie Mathews-Aydınlı

Bilkent University, MA TEFL Program
Dr. William Snyder
Teachers’ College, Columbia University (Japan)
ABSTRACT

BLENDED LEARNING ENVIRONMENT IN RELATION TO LEARNER AUTONOMY

Bitlis, Özlem

M.A., Department of Teaching English as a Foreign Language Supervisor: Vis. Asst. Prof. Dr. JoDee Walters

July 2011

The study investigated whether a blended learning environment supports learner autonomy in the Turkish EFL context and what aspects of this blended learning environment help to foster learner autonomy. A software language learning program called ‘My English Lab (MeLab)’ was integrated in the traditional classroom environment to create a blended learning context.

The data collection procedures included a questionnaire, administered to 36 students of the preparatory school at Fatih University. Student group interviews and individual teacher interviews were held. In addition, learner logs were collected and lesson observations were conducted.
The results revealed that the blended learning approach helped to foster learner autonomy and the aspects of this learning model believed to support learner autonomy encouraged students to practice their autonomous abilities. It was found that most of the students engaged in the autonomous activities, at least some of the time in the blended learning environment. The results suggested that a blended learning environment could be created to help the students practice their autonomous abilities and to foster learner autonomy in the Turkish EFL context.
Key Words: blended learning, learner autonomy
ÖZET


HARMANLANMIġ ÖĞRENME ORTAMININ ÖĞRENCĠLERĠN BAĞIMSIZ ÖĞRENME BECERĠLERĠ ĠLE ĠLĠġKĠSĠ
Bitlis, Özlem


Yüksek Lisans, Yabancı Dil Olarak Ġngilizce Öğretimi Programı Tez Yöneticisi: Yrd. Doç. Dr. JoDee Walters
Bu çalıĢma, harmanlanmıĢ öğrenme ortamının, öğrencilerin bağımsız öğrenme becerilerini, Türkiye’deki Ġngilizce Yabancı Dil Öğrenme ortamında destekleyip desteklemediğini ve bu harmanlanmıĢ öğrenme ortamının ne gibi özellikleri bağımsız öğrenme becerilerini teĢvik etmeye yardımcı oluyor sorularını araĢtırmak için yürütülmüĢtür. HarmanlanmıĢ öğrenme ortamı oluĢturmak için bir dil öğrenme programı olan ‘My English Lab (MeLab)’ adlı bilgisayar programı geleneksel sınıf ortamına entegre edilmiĢtir.
Bilgi toplama yöntemleri, Fatih Üniversitesi hazırlık bölümünde okuyan 36 öğrenciye verilen bir anketi kapsamaktadır. Grup öğrenci görüĢmeleri ve bireysel öğretmen görüĢmeleri yapılmıĢtır. Ayrıca, öğrenci günlükleri toplanmıĢ ve ders gözlemlemeleri yapılmıĢtır.
Sonuçlar göstermiĢtir ki harmanlanmıĢ öğrenme yöntemi, öğrencilerin bağımsız öğrenme becerilerini desteklemiĢtir ve bu ortam, bağımsız öğrenmeyi
teĢvik etmiĢtir. HarmanlanmıĢ öğrenme ortamında, çoğu öğrenci, en azından belli bir süre, bağımsız çalıĢmalarda bulunmuĢtur. Sonuçlar harmanlanmıĢ öğrenme
ortamının, bağımsız öğrenme davranıĢlarını pratik yapmaya yardımcı olması için ve Türkiye’deki Ġngilizce Dil Öğrenme ortamında öğrencilerin bağımsız öğrenme becerilerini desteklemek için oluĢturulabileceğini göstermiĢtir.
Anahtar Kelimeler: harmanlanmıĢ öğrenme, öğrencilerin bağımsız öğrenme becerileri
ACKNOWLEDGEMENTS
Writing this thesis was very challenging but it was also a great experience.

Achieving this would not have been easy without the guidance and encouragement of many people to whom I would like to express my gratitude.

First of all, I would like to thank my supervisor Dr. JoDee Walters for her invaluable comments, perfect guidance and continuous patience. She always helped me throughout the process with her endless energy which I sometimes found hard to keep up with. She has always inspired and motivated me while accomplishing this work. I have learned a lot of things from her and this thesis would not have been possible without her.
I would also like to express my deepest gratitude for all the faculty members of MA TEFL Program, Dr. Philip Durrant, Dr. Maria Angelova, and Dr. Julie Mathews-Aydınlı for their assistance. It was a great opportunity to work with them and benefit from their experience. I am also grateful to William Snyder for his encouragement and being helpful.
Finally, I would like to thank my family for being with me during hard times and helping me throughout the process. You are the most wonderful familiy a person could have. I owe special thanks to my beloved husband for being with me all the time with his compassion and great encouragement. Thank you for always believing in me.
TABLE OF CONTENTS
ABSTRACT iv
ÖZET v
ACKNOWLEDGEMENTS vii
TABLE OF CONTENTS viii
LIST OF TABLES xi
CHAPTER I: INTRODUCTION 1
Introduction 1
Background of the Study 2
Statement of the Problem 5
Research Questions 7
Significance of the Study 7
Conclusion 8
CHAPTER 2: LITERATURE REVIEW 9
Introduction 9
Definitions of Learner Autonomy 9
Characteristics of autonomous learners 11
Learner Autonomy and Culture 12
Learner Autonomy in Turkey 17
Blended Learning 18
Conclusion 23
CHAPTER: 3 METHODOLOGY 24
Introduction 24
Setting 24