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Yıl 2023, Cilt: 10 Sayı: 5, 168 - 183, 01.09.2023

Burak Tomak Ufuk Ataş

https://doi.org/10.17275/per.23.80.10.5

Öz

Kaynakça

  • Biasuttie, M. (2011). The student experience of a collaborative e-learning university module. Computers & Education, 57(3), 1865-1875. https://doi.org/10.1016/j.compedu.2011.04.006
  • Bonilla-Medina, S. X., & Cruz-Arcila, F. (2013). Sociocultural factors involved in the teaching of English as foreign language in rural areas of Colombia: an analysis of the impact on teachers’ professional development. Research in Teacher Education, 3(2), 28-33. https://doi.org/10.15123/uel.85w1y
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
  • Chao, R. J., & Chen, Y. H. (2009). Evaluation of the criteria and effectiveness of distance e-learning with consistent fuzzy preference relations. Expert Systems with Applications, 36(3) 10657–10662. https://doi.org/10.1016/j.eswa.2009.02.047
  • Choi, E., Gaines, R. E., Park, J. H., Williams, K. M., Schallert, D. L., Yu, L., & Lee, J. (2016). Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator. Teaching and Teacher Education, 58, 1-16. https://doi.org/10.1016/j.tate.2016.03.015
  • Chow, W. S., & Shi, S. (2014). Investigating students’ satisfaction and continuance intention toward e-learning: An extension of the expectation-confirmation model. Procedia - Social and Behavioral Sciences, 141, 1145-1149. https://doi.org/10.1016/j.sbspro.2014.05.193
  • Çebi, A. (2023). How e-learning readiness and motivation affect student interactions in distance learning? Education and Information Technologies, 28(3), 2941–2960. https://doi.org/10.1007/s10639-022-11312-0
  • Çiğdem, H., & Yıldırım, O. G. (2014). Effects of students’ characteristics on online learning readiness: A vocational college example. Turkish Online Journal of Distance Education, 15(3), 80-93.
  • Çoban, M., Karakus, T., Karaman, A., Gunay, F., & Goktas, Y. (2015). Technical problems experienced in the transformation of virtual worlds into an education environment and coping strategies. Educational Technology & Society, 18(1), 37-49.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Delfino, M., & Persico, D. (2007). Online or Face-to-face? Experimenting with different techniques in teacher training. Journal of Computer Assisted Learning, 23(5), 351-365. https://doi.org/10.1111/j.1365-2729.2007.00220.x
  • Deveci-Topal, A. (2016). Examination of University Students' Level of Satisfaction and Readiness for E-courses and the Relationship between Them. European Journal of Contemporary Education, 15(1), 7-23.
  • Dickey, M. D. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning, 19(3), 279-291. https://doi.org/10.1080/0268051042000280138
  • Downing, J., & Dyment, J. (2013). Teacher educators’ readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: an exploratory study. The Teacher Educator, 48(2), 96-109. https://doi.org/10.1080/08878730.2012.760023
  • Dyment, J., & Downing, J. (2018). There was nowhere to hide...: The surprising discovery of how weekly web conferences facilitated engagement for online initial teacher education students. Asia-Pacific Journal of Teacher Education, 46(4), 399-418. https://doi.org/10.1080/1359866X.2018.1444140
  • Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527-555, https://doi.org/10.1080/09588221.2018.1527362
  • Farr, F., & Riordan, E. (2015). Tracing the reflective practices of student teachers in online modes. ReCALL, 27(1), 104-123. https://doi.org/10.1017/S0958344014000299
  • Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
  • Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi.org/10.1111/flan.12460
  • Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118. https://doi.org/10.1080/01587910802004878
  • Harasim, L. (2000). Shift happens: online education as a new paradigm in learning. Internet and Higher Education, 3(1-2), 41-61. https://doi.org/10.1016/S1096-7516(00)00032-4
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: Evaluation, assessment and accountability in times of crises-reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237-270. https://doi.org/10.1007/s11092-020-09322-y
  • Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120-133. https://doi.org/10.1016/j.compedu.2015.11.012
  • Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions, Computers & Education, 55, 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
  • İlhan, M., & Çetin, B. (2013). The validity and reliability study of the Turkish version of an online learning readiness scale. Educational Technology: Theory and Practice, 3(2), 72- 101.
  • Judd, J., Rember, B. A., Pellegrini, T., Ludlow, B., & Meisner, J. (2020). This is not teaching: The effects of COVID-19 on teachers. https://www.socialpublishersfoundation.org/knowledge_base/this-is-not-teaching-the-effects-of-covid-19-on-teachers/
  • Kayaoğlu, M. N., & Dağ-Akbaş, R. (2016). Online learning readiness: a case study in the field of English for medical purposes. Participatory Educational Research, 4(2), 212-220.
  • Demir-Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797. https://10.0.49.194/estp.2013.3.1580
  • Keramati, A., Afshari Mofrad, M., & Kamran, A. (2011). The role of readiness factors in e-learning outcomes: An empirical study. Computers & Education, 57, 1919-1929. https://doi.org/10.1016/j.compedu.2011.04.005
  • Krippendorp, K. (2004). Content analysis: An introduction to its methodology. Sage.
  • McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program. Unpublished practicum report presented to the Ed.D. Program. Nova Southeastern University.
  • McVay, M. (2001). How to be a successful distance learning student: Learning on the Internet. Prentice Hall.
  • Moneypenny, D., & Aldrich, R. (2016). Online and face‐to‐face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online, 13(2), 105-174.
  • Olofsson, A. D. (2007). Participation in an educational learning community. Educational Technology & Society, 10(4), 28-38.
  • Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229. https://doi.org/10.1016/j.compedu.2009.08.005
  • Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning. Educational Technology & Society, 12(3), 150-162.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
  • Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education, 5(1), 43-67.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage.
  • Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning & Technology, 22(1): 157–183. http://dx.doi.org/10125/44586
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/10.1080/02619768.2020.1820981
  • Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67. https://doi.org/10.1080/01587910303043
  • Solak, E., & Çakır, R. (2014). Face to face or e-learning in Turkish EFL context. Turkish Online Journal of Distance Education, 15(3), 37-49. https://doi.org/10.17718/tojde.43750
  • Tang, S. F., & Lim, C. L. (2013). Undergraduate students’ readiness in e-learning: A study at the Business School in a Malaysian Private University. International Journal of Management & Information Technology, 4(2). 198-204. https://doi.org/10.24297/ijmit.v4i2.1900
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216-223. https://doi.org/10.1108/09513540010344731
  • Wagner, E. (2018). Survey research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 83-100). Bloomsbury.
  • Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including online learning. Australian National Training Authority.
  • Zhang, W., Wang, Y., Yang, L., & Wang, C. H. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 1-6. https://doi.org/10.3390/jrfm13030055

Learner Readiness and Efficiency of Learning English in Online Higher Education Context: Voices of Turkish EFL Learners

Yıl 2023, Cilt: 10 Sayı: 5, 168 - 183, 01.09.2023

Burak Tomak Ufuk Ataş

https://doi.org/10.17275/per.23.80.10.5

Öz

Today, online education has become indispensable for many learning environments, including those designated for teaching and learning languages, becoming widespread and revolutionizing how students access education and language learning resources. This shift to online platforms has opened up numerous opportunities for learners, breaking down barriers of distance and time constraints. However, it also brings challenges, especially in the Turkish context. From this perspective, this study aimed to determine the online readiness of Turkish learners of English and the factors affecting the (in)efficiency of their online language education in their universities. In this study, the online learning readiness of 409 EFL learners at the university level in different parts of Türkiye was identified using the questionnaire by Hung et al. (2010), adapted to the Turkish context by İlhan and Çetin (2013). The (in)efficiency of online learning was explored by interviewing 40 EFL learners about their experiences before and after taking online English courses. Results indicated that learners seemed relatively ready for online education. However, they reported several factors for the inefficiency of online learning, such as a lack of real class environment and technical problems, for efficiency, such as learning in the comfort of their homes and having more time for self-development. They also mentioned several challenges and provided some suggestions for improving online learning.

Anahtar Kelimeler

online learning readiness online education Turkish EFL learners

Kaynakça

  • Biasuttie, M. (2011). The student experience of a collaborative e-learning university module. Computers & Education, 57(3), 1865-1875. https://doi.org/10.1016/j.compedu.2011.04.006
  • Bonilla-Medina, S. X., & Cruz-Arcila, F. (2013). Sociocultural factors involved in the teaching of English as foreign language in rural areas of Colombia: an analysis of the impact on teachers’ professional development. Research in Teacher Education, 3(2), 28-33. https://doi.org/10.15123/uel.85w1y
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
  • Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
  • Chao, R. J., & Chen, Y. H. (2009). Evaluation of the criteria and effectiveness of distance e-learning with consistent fuzzy preference relations. Expert Systems with Applications, 36(3) 10657–10662. https://doi.org/10.1016/j.eswa.2009.02.047
  • Choi, E., Gaines, R. E., Park, J. H., Williams, K. M., Schallert, D. L., Yu, L., & Lee, J. (2016). Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator. Teaching and Teacher Education, 58, 1-16. https://doi.org/10.1016/j.tate.2016.03.015
  • Chow, W. S., & Shi, S. (2014). Investigating students’ satisfaction and continuance intention toward e-learning: An extension of the expectation-confirmation model. Procedia - Social and Behavioral Sciences, 141, 1145-1149. https://doi.org/10.1016/j.sbspro.2014.05.193
  • Çebi, A. (2023). How e-learning readiness and motivation affect student interactions in distance learning? Education and Information Technologies, 28(3), 2941–2960. https://doi.org/10.1007/s10639-022-11312-0
  • Çiğdem, H., & Yıldırım, O. G. (2014). Effects of students’ characteristics on online learning readiness: A vocational college example. Turkish Online Journal of Distance Education, 15(3), 80-93.
  • Çoban, M., Karakus, T., Karaman, A., Gunay, F., & Goktas, Y. (2015). Technical problems experienced in the transformation of virtual worlds into an education environment and coping strategies. Educational Technology & Society, 18(1), 37-49.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Delfino, M., & Persico, D. (2007). Online or Face-to-face? Experimenting with different techniques in teacher training. Journal of Computer Assisted Learning, 23(5), 351-365. https://doi.org/10.1111/j.1365-2729.2007.00220.x
  • Deveci-Topal, A. (2016). Examination of University Students' Level of Satisfaction and Readiness for E-courses and the Relationship between Them. European Journal of Contemporary Education, 15(1), 7-23.
  • Dickey, M. D. (2004). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning, 19(3), 279-291. https://doi.org/10.1080/0268051042000280138
  • Downing, J., & Dyment, J. (2013). Teacher educators’ readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: an exploratory study. The Teacher Educator, 48(2), 96-109. https://doi.org/10.1080/08878730.2012.760023
  • Dyment, J., & Downing, J. (2018). There was nowhere to hide...: The surprising discovery of how weekly web conferences facilitated engagement for online initial teacher education students. Asia-Pacific Journal of Teacher Education, 46(4), 399-418. https://doi.org/10.1080/1359866X.2018.1444140
  • Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527-555, https://doi.org/10.1080/09588221.2018.1527362
  • Farr, F., & Riordan, E. (2015). Tracing the reflective practices of student teachers in online modes. ReCALL, 27(1), 104-123. https://doi.org/10.1017/S0958344014000299
  • Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
  • Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi.org/10.1111/flan.12460
  • Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118. https://doi.org/10.1080/01587910802004878
  • Harasim, L. (2000). Shift happens: online education as a new paradigm in learning. Internet and Higher Education, 3(1-2), 41-61. https://doi.org/10.1016/S1096-7516(00)00032-4
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: Evaluation, assessment and accountability in times of crises-reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237-270. https://doi.org/10.1007/s11092-020-09322-y
  • Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120-133. https://doi.org/10.1016/j.compedu.2015.11.012
  • Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions, Computers & Education, 55, 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
  • İlhan, M., & Çetin, B. (2013). The validity and reliability study of the Turkish version of an online learning readiness scale. Educational Technology: Theory and Practice, 3(2), 72- 101.
  • Judd, J., Rember, B. A., Pellegrini, T., Ludlow, B., & Meisner, J. (2020). This is not teaching: The effects of COVID-19 on teachers. https://www.socialpublishersfoundation.org/knowledge_base/this-is-not-teaching-the-effects-of-covid-19-on-teachers/
  • Kayaoğlu, M. N., & Dağ-Akbaş, R. (2016). Online learning readiness: a case study in the field of English for medical purposes. Participatory Educational Research, 4(2), 212-220.
  • Demir-Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797. https://10.0.49.194/estp.2013.3.1580
  • Keramati, A., Afshari Mofrad, M., & Kamran, A. (2011). The role of readiness factors in e-learning outcomes: An empirical study. Computers & Education, 57, 1919-1929. https://doi.org/10.1016/j.compedu.2011.04.005
  • Krippendorp, K. (2004). Content analysis: An introduction to its methodology. Sage.
  • McVay, M. (2000). Developing a web-based distance student orientation to enhance student success in an online bachelor’s degree completion program. Unpublished practicum report presented to the Ed.D. Program. Nova Southeastern University.
  • McVay, M. (2001). How to be a successful distance learning student: Learning on the Internet. Prentice Hall.
  • Moneypenny, D., & Aldrich, R. (2016). Online and face‐to‐face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online, 13(2), 105-174.
  • Olofsson, A. D. (2007). Participation in an educational learning community. Educational Technology & Society, 10(4), 28-38.
  • Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229. https://doi.org/10.1016/j.compedu.2009.08.005
  • Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning. Educational Technology & Society, 12(3), 150-162.
  • Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage.
  • Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education, 5(1), 43-67.
  • Saldana, J. (2009). The coding manual for qualitative researchers. Sage.
  • Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning & Technology, 22(1): 157–183. http://dx.doi.org/10125/44586
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/10.1080/02619768.2020.1820981
  • Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67. https://doi.org/10.1080/01587910303043
  • Solak, E., & Çakır, R. (2014). Face to face or e-learning in Turkish EFL context. Turkish Online Journal of Distance Education, 15(3), 37-49. https://doi.org/10.17718/tojde.43750
  • Tang, S. F., & Lim, C. L. (2013). Undergraduate students’ readiness in e-learning: A study at the Business School in a Malaysian Private University. International Journal of Management & Information Technology, 4(2). 198-204. https://doi.org/10.24297/ijmit.v4i2.1900
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216-223. https://doi.org/10.1108/09513540010344731
  • Wagner, E. (2018). Survey research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 83-100). Bloomsbury.
  • Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including online learning. Australian National Training Authority.
  • Zhang, W., Wang, Y., Yang, L., & Wang, C. H. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 1-6. https://doi.org/10.3390/jrfm13030055
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Articles
Yazarlar

Burak Tomak 0000-0001-6678-431X

Ufuk Ataş 0000-0002-8171-8334

Erken Görünüm Tarihi 22 Ağustos 2023
Yayımlanma Tarihi 1 Eylül 2023
Kabul Tarihi 17 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 5

Kaynak Göster

APA Tomak, B., & Ataş, U. (2023). Learner Readiness and Efficiency of Learning English in Online Higher Education Context: Voices of Turkish EFL Learners. Participatory Educational Research, 10(5), 168-183. https://doi.org/10.17275/per.23.80.10.5
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