Learner autonomy among students of French as a foreign language in a tertiary context

Learner autonomy has attracted numerous researchers in language teaching for the last four decades. However, there exists still a need to investigate what extent learners of foreign languages, particular languages other than English, are autonomous. This study aims learner learning French at university Turkey by exploring students’ perceptions relevant (i.e., responsibilities, abilities, and metacognitive strategies), motivation, autonomous activities. The adopted mixed-methods approach data were collected through questionnaire (N = 57) diaries (n 14). results revealed that students seemed hold teachers more responsible themselves general they reported moderate level decision-making abilities use strategies. Moreover, considerable number slightly motivated or did not feel motivated. qualitative on motivation analyzed based L2 Motivational Self System showed participants’ ideal selves shaped professional aspirations and/or integrative motives. most them appeared have difficulties maintaining their only few intrinsic motivation. Furthermore, majority engaged limited Thus, appear be French. implications provided light findings.