Autonomy Orientations of English Language Teachers in Turkey

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dc.contributor.author Aydın, Belgin
dc.contributor.author Bağcı, Aslıhan
dc.date.accessioned 2021-08-24T14:09:17Z
dc.date.available 2021-08-24T14:09:17Z
dc.date.issued 2021
dc.identifier.issn 2411-7390
dc.identifier.uri https://doi.org/10.17323/jle.2021.11244
dc.identifier.uri http://hdl.handle.net/20.500.12485/783
dc.description.abstract The present study aimed to explore autonomy orientations of English language teachers' work at an intensive language school in Turkey. The autonomy orientations of the teachers were analysed through self-determination theory. The study also investigated if these orientations vary according to the teachers' gender, years of experience, and department of graduation. The investigation was carried out through an autonomy orientations questionnaire. Data were collected from 111 language teachers, 11 of whose opinions were utilized for further analysis. The results showed that teachers had moderate autonomy supportive orientation, which was reported to be risky. Moreover, gender was the only variable that had a significant effect on the autonomy orientations. The teachers mainly blamed the education system for restricting their adoption of the autonomous orientations. The results imply the necessity of explicit training on how teachers can be encouraged to have more autonomy supporting orientations. en_US
dc.language.iso en en_US
dc.publisher 2411-7390 en_US
dc.subject Self-determination theory en_US
dc.subject Intrinsic motivation en_US
dc.subject Autonomy orientations of teachers en_US
dc.subject Autonomy-supportive teaching en_US
dc.subject Foreign language teaching en_US
dc.title Autonomy Orientations of English Language Teachers in Turkey en_US
dc.type Article en_US
dc.identifier.issue 1 en_US
dc.identifier.startpage 46 en_US
dc.identifier.endpage 63 en_US
dc.identifier.volume 7 en_US

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