EFL Students’ Views on Distance English Language Learning in a Public University in Turkey

Dilek Altunay

doi:10.22158/selt.v7n1p121

Abstract

This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item online Likert-Scale questionnaire and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.

Highlights

In today’s world, instructional settings for language learning can be classified as traditional in-class setting or distance learning setting
The results show that in general students agree with the items “Face-to-face interaction is necessary for best English learning”, “Communication in face-to-face English learning is more instant and clearer than in distance learning” and “ I need face-to-face communication to learn English”
The study reveals that students like distance language learning because it gives them the flexibility of time and place to study

Summary

Introduction

In today’s world, instructional settings for language learning can be classified as traditional in-class setting or distance learning setting. Thanks to virtual classes or online materials, learners can be involved in interactive activities, they can be exposed to authentic language, and interact with tutors and other learners. In spite of these advantages, there may be some problems in distance learning settings These problems are lack of continuous Internet access, lack of technical equipment such as computers, mobile tools, camera, etc., technical problems, students’ or teachers’ lack of technological skills, computer anxiety, students’ or teachers’ negative beliefs about distance education for distance language learning and teaching, transferring some habits from traditional setting to online setting, lack of orientation sessions or training, lack of continuous technical or administrative support for the teachers or students, students’ reliance on the teacher rather than being autonomous learners. Problems regarding pedagogical support and human-computer interaction features of the software hinder learning in distance education setting (Prebianca, Vieira, & Finardi, 2014)

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