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The aim of this study is to investigate how the students and instructors perceive learner autonomy as well as examine whether there are any differences between their perceptions regarding autonomous learning in an English language preparatory program in Istanbul, Turkey. The study also attempts to find out how autonomy is perceived by the participants regarding student responsibilities and to identify the differences between their perceptions of the aforesaid variable. Besides, this research attempts to reveal the challenges faced by the students and instructors w hile promoting autonomous learning in language classrooms. The data were obtained from questionnaires and semi-structured interviews administered to the two groups of participants. The findings revealed that learner autonomy should be closely addressed at tertiary level classes to promote more autonomous behaviors. Finally, the exam-oriented educational context was perceived as the only challenge to both instructors and students in their efforts to promote autonomous learning. Based on the findings, implications and suggestions about promoting learner autonomy in language preparatory programs were provided further in this study.

ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ