The document summarizes findings from a study examining student-teachers' perspectives on learner autonomy in Turkey. 102 student-teachers completed a questionnaire with items about learner involvement in various classroom decisions. Interviews with 20 student-teachers explored several items in more depth. While student-teachers saw value in some learner involvement, many felt that teachers should ultimately make decisions, particularly around classroom management and methodology. Overall, student-teachers saw benefits to training learners in self-assessment and independent study strategies.

3. Participants 102 student-teachers at ELT Department, Gazi University

4. Instrument Camilleri’s questionnaire (1997) consisting of 14 items such as “How much should learners be involved in decisions on classroom management?” Sub-categories Item 6: a) position of desks b) seating of students c) discipline matters

5. Interview Twenty student-teachers in four groups

7. Item 3 : How much should the learner be involved in selecting materials? Nunan (1999) suggests that learners can be given a greater sense of ownership and control over their learning by being encouraged to bring their own authentic materials into the classroom.

9. Item 4: How much should the l earners be involved in decisions on the time, place and pace of the lesson ? Accepting learners as equal partners and giving them opportunities for deciding on time, place and pace of the lesson would increase their responsibility in the learning process (Benson, 2001; Dam, 1995)

11. Item 5: How much should the l earners be involved in decisions on the methodology of the lesson ? L earners need to be involved as equal partners in the decision making process regarding the methodology of the lesson if they are expected to take initiatives that shape their own learning processes and accept control over more aspects of their own learning (Little, 2003; Dam, 1995).

13. Item 6: How much should l earners be involved in decisions on classroom managemen t? Teachers should negotiate with learners in the establishment of rules to help them develop responsibility of their own to cope with disciplinary matters (Voller, 1997: 168)

15. Item 8: How much should the learner be encouraged to assess himself or herself, rather than be tested? Through self-assessment, learners can revise their learning goals, objectives, learning process and the product based on their own feedback from their perceptions and goals (Little, 2003; Brown, 2001).

17. Item 10: How much should the learner be informed on how to study English better on their own? L earner training is increasingly being advocated as a way of preparing students to get the best out of autonomous learning (Dickinson, 1988:47) .