English Language Awareness of Distance and Face-to-Face Learners in Turkish Higher Education

Abstract

The main aim of the current study is to explore the profiles of language awareness of distance and face-to-face EFL learners. The study sheds light on the need to consider the effects of language awareness in distance and face-to-face education as language awareness is essential in foreign language learning in both education types and needs to be improved to make learners know much about how to use English. The main question addressed by the research is whether there are any differences between the language awareness of distance and face-to-face EFL learners regarding course type, gender, and age. The context of the study is Türkiye, where English is taught as a foreign language in higher education institutions. The study uses a survey method and includes 157 language learners distance and 225 face-to-face, 382 learners attending a state university in Türkiye. The study’s results unveiled significant differences between distance and face-to-face language learners regarding language awareness. There was an apparent disparity between distance-learning and face-to-face approaches in linguistic awareness and communicative awareness, as the face-to-face learning group scored significantly higher in these dimensions. While distance and face-to-face learners had close scores in the dimensions of cultural awareness and metacognitive awareness, the findings revealed that face-to-face learners scored somewhat higher, which helps to explain how the physical classroom setting may have some influence on learners’ cultural sensitivity and metacognitive awareness. The results suggested that distance education learners should improve their consciousness about language and have the necessary instruction to enhance their language awareness. Keywords: Distance education, face-to-face education, foreign language learning, higher education, language awareness,