A blended learning environment in relation to learner autonomy

Abstract

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.