Türkçenin Yabancı Dil Olarak Öğrenim Sürecinde Öğrenen Özerkliğinin İncelenmesi

IThis study aims to determine the learner autonomy of individuals learning Turkish as a foreign language during their language learning process. In this context, the study examines the learner autonomy behavior of students in relation to variables such as gender, proficiency level, continent of origin, university attended, and field of study (science, social sciences, language). As a data collection tool, the “Learner Autonomy Scale” developed by Biçer (2017) was used. The scale consists of two sub-dimensions, “planning” and “process” and includes 18 items. The study was designed quantitatively, and the data obtained were analyzed using the SPSS software. The data were examined through descriptive analysis and presented in tables under five different headings. The research was conducted with 80 students learning Turkish as a foreign language at Kafkas University TÖMER, selected through a convenient sampling method. The findings revealed a significant difference in favor of female students in both the planning and process dimensions, as well as in the overall scale scores, in the context of learner autonomy. However, no significant differences were found in learner autonomy based on students' proficiency level, continent of origin, university attended, or field of study (science, social sciences, language).