Abstract
The current study aimed to explore EFL learners' level of learning readiness and their views on foreign language learning through distance education. With this aim, two questionnaires and a semi-structured interview form were administered to a total of 113 students studying at various departments of a state university in Turkey. The overall results of the study displayed that the learners showed above medium level of readiness toward foreign language learning in distance education. The students reported that distance education provided flexibility in space and time when learning a foreign language. However, many learners did not hold positive views on foreign language learning through distance education as it was not possible for them to improve their language skills such as speaking and writing in English along with lack of guidance and necessary interaction.
TopIntroduction
Simpson (2001) describes distance education as “to promote self study or independent study among distance learners in the absence of regular face-to-face teaching” (as cited in Tuntirojanawong, 2013, p. 59). There are some prominent features that can be attributed to distance education. These are “presentation of lesson contents that are enriched with multimedia objects in online learning environments, synchronous and asynchronous use of online communication tools, and time- and space-independent service to students” (Yavuzalp & Bahcivan, 2020, p. 31). Two alternative models of implementing foreign language courses are presented by the institutions in teaching English. These models include synchronous (e.g., videoconferences) or asynchronous (e.g., pre-recorded lecture videos) learning and teaching modes. Although asynchronous learning refers to “readily available material in the form of audio/video lectures, handouts, articles and power point presentations”, synchronous learning occurs “simultaneously via an electronic mode,” such as live sessions in real time (Perveen, 2016, p. 22 as cited in Gokgoz-Kurt, 2022, p. 163).
According to European theory of independent study, distance education can be categorized into two components for Moore (1994) as the provision for dialogue and “the extent to which a program is responsive to the needs of the individual learner (structure)...” (as cited in Simonson, Schlosser & Hanson, 1999, p. 64). Moore (1994) also mentions about the importance of learner autonomy in the theory and labels distance education as non-autonomous (teacher-determined) and autonomous (learner-determined). Students rely on their teachers for guidance very much in traditional education context. They have to take responsibility of their learning as students and teachers are far from each other in distance education setting (as cited in Simonson et al., 1999, p. 64). Keegan (1980) identifies distance education with six elements as “separation of teacher and learner, influence of an educational organization, use of media to link teacher and learner, two-way exchange of communication, learners as individuals rather than grouped and education as an industrialized form” (as cited in Gunawardena & McIsaac, 2004, p. 358).
This chapter provides an underlying insight of EFL learners’ views on online foreign language learning and discusses the factors that enhance English as a foreign language learners’ readiness for learning in distance education. Thus, the current study will be helpful in the fields of distance language education and foreign language acquisition along with in the event of emergency remote learning and pandemic. Besides, the study will assist learners organize their language learning on the basis of the findings so that they may learn the language more efficiently by avoiding making possible mistakes.The findings of the study may provide help educators plan their teaching according to the students’ needs and demands. Finally, this research complements the literature about EFL learners’ perspectives and experiences with the effectiveness of online foreign language learning in distance education and provides recommendations to educators to improve learners’ distance learning experiences in learning a foreign language.
Key Terms in this Chapter
Distance Education: It is a kind of education in which both teachers and students are physically distant from the school.
Self-Efficacy: an individual’s trust in the capacity to reach a goal or manage to complete a duty
Learner Readiness: It is the ability an individual uses to take new processes and information and use it in new situations.
Freshman: Student who study a course in the first year of a university or a school
Foreign Language Learning: It is a type of learning in which individuals learn nannative language out of the place where the target language is spoken.
Self-Directed Learning: It is a kind of learning an individual take the responsibility of their own learning.
Language Skills: They are the capacity that provides help for individuals to communicate in writing and speaking.