ENGLISH EDUCATION AT UNIVERSITY LEVEL: WHO IS AT THE CENTRE OF THE LEARNING PROCESS?

This case study investigates: 1) how the English Language Preparatory Education (ELPE) at a Private University in Ankara matches with the learners’ needs, 2) the extent of learner-centred activities to improve learner autonomy, 3) the level of autonomy perceptions of the learners, 4) and its influence on the General Point Averages (GPAs). The study was conducted in the fall of 2009-2010 academic year. Population for the study consisted of 173 learners. The study employed both qualitative and quantitative research techniques to strengthen the design through triangulation. A ‘Learning Needs Scale’ was developed to identify learners’ perceptions in view of appropriateness of the ELPE for their learning needs. The data collected through the scale was supported with semi-structured interviews. An ‘Autonomy Perception Scale’ was developed to measure perceptions of the learners considering their autonomous learning skills. Data through semi-structured observations were also obtained to support the data collected by the scale. Findings indicated that: 1) approximately two thirds of the learners think the ELPE matches with their needs, 2) their perceptions in view of appropriateness of the ELPE for their needs change according to the schools they graduated from, 3) learner-centred activities are not practised effectively in the classes, 4) the level of autonomous skills of the learners is not sufficient to take responsibility for their own learning, 5) there is no correlation between the ‘Autonomy Perception Scale’ scores and the GPAs of the learners. In line with the findings, suggestions have been made to solve the problem.