Learner Autonomy is a key element in the field of education, and the number of academic studies in the field has considerably increased recently. Educators have also attached importance to classroom implementations to raise their learners’ autonomy over time. In this classroom action research study at a university in Turkey, I aimed to present the findings to this question: What is my learners’ level of awareness regarding their own learning and study habits? This article will present the results of this classroom inquiry based on a portfolio task that asked learners to prepare an oral report about their study habits. Data were collected through student notes, my notes on the whiteboard, and observations throughout the task. The thematic analysis method was used to analyze patterns in the data. The results suggest that learners are good at accessing study materials according to their identified needs. Although they have some effective strategies for how to learn, these strategies are outnumbered by source selection strategies in the students’ suggestions list. This article may be useful to those who are interested in promoting learner autonomy through classroom activities.

中文翻译：

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镜子，墙上的镜子，谁是最自主的？

学习者自主性是教育领域的一个关键要素，最近该领域的学术研究数量显着增加。教育工作者还重视课堂实施，以随着时间的推移提高学习者的自主性。在土耳其一所大学的课堂行动研究中，我的目的是针对这个问题提出研究结果：我的学习者对自己的学习和学习习惯的认识水平如何？本文将基于一个要求学习者准备一份关于他们学习习惯的口头报告的作品集任务，展示这次课堂探究的结果。数据是通过学生笔记、我在白板上的笔记以及整个任务中的观察来收集的。主题分析法用于分析数据中的模式。结果表明，学习者善于根据他们确定的需求获取学习材料。尽管他们有一些有效的学习策略，但在学生的建议列表中，这些策略的数量远远超过了资源选择策略。本文可能对那些有兴趣通过课堂活动促进学习者自主性的人有用。