Investigating the Relationship between the Level of Reflective Thinking and Learner Autonomy Readiness of Turkish EFL Student Teachers

Authors : Hande Çetin, Betül Kınık Gülek, Sibel Kahraman Özkurt

Pages : 205-218

Doi:10.51726/jlr.1820667

View : 89 | Download : 152

Publication Date : 2025-12-29

Article Type : Research Paper

Abstract :This study investigates the relationship between reflective thinking and readiness for learner autonomy among Turkish EFL student teachers, and examines how reflective capacity contributes to student teachers’ preparedness to take responsibility for their own learning. The data were collected from a total of 139 student teachers from three universities in Türkiye through the Learner Autonomy Readiness Questionnaire (LARQ) and the Reflection Questionnaire. The data were analyzed using descriptive statistics, Pearson correlation, t-tests, ANOVA, and regression analyses. The findings revealed a moderate-to-strong correlation between reflective thinking and autonomy readiness, with the ‘reflection’ component emerging as the strongest predictor of autonomy (β = .48). While the components of ‘understanding’ and ‘critical reflection’ also contributed significantly, ‘habitual action’ did not show predictive impact. Gender-based differences indicated that male participants scored higher in ‘habitual action’, whereas females outperformed in ‘understanding’. Institutional differences were also observed in student teachers’ perceptions of ‘learner roles’. Overall, the study demonstrates that reflective thinking, particularly deliberate cognitive reflection, is a key factor in fostering learner autonomy. The findings highlight the need for teacher education programs to integrate structured reflective practices to enhance student teachers’ readiness for autonomy and their capacity to foster it in practice.
Keywords : yansıtıcı düşünme, öğrenen özerkliği, özerkliğe hazırbulunuşluk, İngilizce öğretmeni adayları, öğretmen eğitimi

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