Abstract
This cross-sectional survey research explores 249 preservice English teachers’ (PSETs) conceptions of their lived synchronous and asynchronous distance education (DE) experiences and if their preferences for the mode of education in the program change significantly according to their year of study. The findings revealed the participants did not conceive the initial English language teacher education could be provided effectively through asynchronous DE; instead, they favored either face-to-face education or a combination of synchronous DE and face-to-face education. In addition, participants’ preferences for the type of education in the program did not change significantly in accordance with their year of study.
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