An investigation of student teachers’ engagement in autonomous outside-the-classroom learning activities

Abstract

Learners’ engagement in outside-the-classroom learning activities has many advantages and benefits in terms of academic performance. It has also been argued by other researchers that engagement in such activities would also provide independent, self-directed, self-regulated, and autonomous learning. 60 first year student teachers of English studying at one of the largest state universities in Turkey have participated in this study. The study aimed to investigate student teachers’ engagement in autonomous outside-the-classroom learning activities. Results revealed that the student teachers engage in some of outside-the-classroom learning activities, yet they do not engage in some activities that would directly contribute to the process of becoming a self-regulated and autonomous learner. The results were discussed in line with the literature in learner autonomy and teacher education.