<p><em>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 </em><em>online Likert-Scale questionnaire</em><em> 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.</em></p>

Use of language learning strategies is important for language learning. Some researchers state that language learning strategies are important because their use affects the development of communicative competence (Lessard-Clouston, 1997 & Oxford, 1990). Effective use of language learning strategies has particular importance for distance language learners who do not have direct face-to-face contact with their tutors. This study investigates the use of language learning strategies by a group of Turkish distance learners of English. Oxford (1990) Strategy Inventory for Language Learning was used and interviews were conducted to collect data.The questionnaire results show that affective strategies are used less than the other strategy categories. The reasons for the ignorance of the affective strategies are also mentioned in the study.

and will try to find out students' views about distance language learning. Firstly, the positive and negative aspects of using ICT in distance language learning will be mentioned briefly. Then, Turkish Language Certificate Programme (TSP), which can be a model for the development of online courses for different languages, will be introduced. Students' examination results were obtained to see whether the programme helps foreign language learning and an electronic interview was conducted with a group of students to know students' ideas about the programme and distance language learning in general. It can be concluded that distance education helps language learning. Students think that distance education is a good opportunity for foreign language learning, but they do not see it as being as efficient as language learning abroad or in traditional classrooms. RÉSUMÉ. Cet article présente un modèle d'apprentissage des langues à distance par Internet à l'Université Anadolu et les avis des étudiants du programme à propos de l'apprentissage des langues à distance. Dans un premier temps, les aspects positifs et négatifs sur l'utilisation des TIC dans l'apprentissage des langues à distance sont mentionnés brièvement. Puis, le programme de certificat de la langue turque (TSP), qui peut être un modèle pour le développement des cours en ligne pour des langues différentes, est présenté. Les résultats d'examen des étudiants ont été recueillis pour voir si le programme aide l'apprentissage des langues étrangères et un entretien électronique a été conduit avec un groupe d'étudiants pour avoir leur avis sur le programme et l'apprentissage des langues à distance en général. On peut conclure que la formation à distance aide l'apprentissage des langues. Les étudiants pensent que la formation à distance est une bonne occasion pour l'apprentissage des langues étrangères, mais ils ne le voient pas aussi efficace que l'apprentissage des langues à l'étranger ou dans des classes traditionnelles.

This article discusses the role of Open Educational Resources (OER) in foreign language learning and teaching, focusing on the field of ELT. Firstly, the concept of OER is introduced in the article by providing the definition of OER, role of OER in education, and studies on OER. Then the role of the OER in language learning and teaching is explained in accordance with language learning theories, and examples of OERs for the field of ELT are provided for learners and teachers of English. Possible concerns regarding the creation and use of OER by language teachers and learners are also examined in the article. The article ends with future directions and a summary of the benefits of using OER in language learning and teaching.