LANGUAGE LEARNING ACTIVITIES OF DISTANCE EFL LEARNERS IN THE TURKISH OPEN EDUCATION SYSTEM AS THE INDICATOR OF THEIR LEARNER AUTONOMY

This study investigates the noncompulsory language learning activities performed by a
group of distance EFL learners in the Turkish Open Education System. Performance of
these activities has been considered as an indicator of their learner autonomy. The data
were collected through an online questionnaire and interviews. The study shows that in
general learners do not demonstrate autonomous language learning behaviour. They
prefer learning English in a relaxed environment particularly by engaging in entertaining
activities, and through note-taking. However, they do not have sufficient interaction with
their facilitator, other learners or speakers. Although the participants are distance
learners, they do not prefer Internet-based activities. Conditions stemming from
adulthood, lack of skills necessary to perform an activity, lack of awareness of some
activities and learners’ experiences in their previous years of education are some of the
reasons for their unautonomous behaviour. The article also includes suggestions for
teaching and future research.