Universal Journal of Educational Research Vol. 8(11B), pp. 6200 - 6207
DOI: 10.13189/ujer.2020.082258
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The Impact of Learning Culture of High Schools on Learner Autonomy in Private University Preparatory Schools (A Case of Erbil)

Emine Bala ^*, Ali Bala
Department of English Language Teaching, Education Faculty, Tishk International University (Previously Ishik University), Iraq

ABSTRACT

This study commenced upon the university preparatory English teacher’s perceptions about the lack of their student’s readiness for learner autonomy. The impact of students’ educational background and learning culture in high schools on learner autonomy in university preparatory classes were examined accordingly. Both quantitative and qualitative methods were applied to obtain the data in depth for this study. Within this context, the researchers designed and distributed a questionnaire to preparatory students in a private university in Erbil, and 70 students participated in this stage. The obtained data were analyzed through SPSS 25 software program. Also, the researchers interviewed with preparatory school instructors to have their perceptions about students’ present autonomy level. Initially, the students’ perceptions of former learning culture were examined according to their educational background information, and then the level of present readiness for autonomy was analyzed. According to the results, the students believe their teachers in high schools were authoritarian, so they were not given opportunities to enhance their skills to be autonomous learners. Their present teacher-dependent attitudes which came from high school still prevent them from being autonomous learners. However, the encouragement of the preparatory school’s instructors helps the students boost motivation to be self-directed learners. This study will shed light on the problems such as teacher-dependent students of the education systems based on rote-learning and guide the curriculum designers and school teachers to take the urgency of learner autonomy into consideration in language teaching.

KEYWORDS
Educational Background, High School, Learner Autonomy, Learning Culture, Rote Learning, Self-directed Learners, Teacher-dependent Students, University Preparatory School

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Emine Bala , Ali Bala , "The Impact of Learning Culture of High Schools on Learner Autonomy in Private University Preparatory Schools (A Case of Erbil)," Universal Journal of Educational Research, Vol. 8, No. 11B, pp. 6200 - 6207, 2020. DOI: 10.13189/ujer.2020.082258.

(b). APA Format:
Emine Bala , Ali Bala (2020). The Impact of Learning Culture of High Schools on Learner Autonomy in Private University Preparatory Schools (A Case of Erbil). Universal Journal of Educational Research, 8(11B), 6200 - 6207. DOI: 10.13189/ujer.2020.082258.