Learner Autonomy in the Context of Web-based Simulations: Conceptions of English Instructors

Authors : Zülal Ayar

Pages : 279-292

Doi:10.47777/cankujhss.1664057

View : 133 | Download : 672

Publication Date : 2025-12-29

Article Type : Research Paper

Abstract :With the intersection of technology and teaching, especially after the pandemic, a host of research pinpointing the effects of web-based instruments on foreign language learners has gained prestige in the education paradigm. However, their focal point was chiefly on how to improve students’ attainments against the challenges the pandemic has brought about. Teachers’ beliefs or conceptions regarding their adoption or potential contributions to learners’ features have not been explored enough by treating specific learning tool(s). To fill this chasm in the literature, the researcher recruited 31 Turkish EFL instructors to expose both their understanding of the necessity of scaffolding learner autonomy (LA) in e-tutoring and of the role of web-based simulations to support autonomy, along with revealing their reported execution. After posing online scale, which was developed by researchers in the field, and semi-structured interview questions, the participants were discovered to be aware of the importance of LA in general, yet they could not offer enough opportunities in online classes to support it due to some impeding factors. Furthermore, a moderate and significant relationship was noted between the execution of teacher behaviours and both the need for autonomy and the need to support the learning process. Still, no significant relationship was detected between instructors’ age, experience, and reported behaviours to support LA. Finally, web-based simulations were considered effective due to some of their potential support for LA.
Keywords : Learner autonomy, online teaching, simulation, teacher beliefs, web-based simulation

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