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

Altunay, Dilek

doi:10.22158/selt.v7n1p121

Cited by 21 publications

(21 citation statements)

References 8 publications

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“…These results reveal that blended learning offers the potential to tailor the process of language learning to meet students' needs and individual situations. These findings are in agreement with those of previous studies (Al Bataineh et al, 2019;Alowedi, 2020;Alsowayegh et al, 2019;Altunay, 2019;Bukhari & Basaffar, 2019;Hamad, 2017;Ja'ashan, 2020), which asserted that blended learning offers a flexible setting for learning English and is appropriate to the students' learning styles.…”

Section: Research Question 1: What Are the Benefits Of Implementing Bsupporting

confidence: 93%

“…This indicates that the students limited resources negatively affected their access to blended learning and presented a challenge. The finding stating that students limited resources and not owning computers can present a challenge is in agreement with result reported by Altunay (2019), who stated that students who did not have a computer were unable to attend all virtual classes from their houses and attended some virtual classes in the laboratories at campus. The finding that poor internet connection can be a significant barrier is in line with previous research.…”

Section: Research Question 2: What Are the Challenges Of Implementingsupporting

confidence: 91%

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‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Dahmash¹

2020

IJEL

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COVID-19 has changed the process of teaching considerably, as educational institutions around the world moved to adopt blended learning initiatives to ensure continuity, while managing the spread of this infectious disease. All Saudi Arabia’s universities have continued to deliver courses via digital platforms. This study draws on traditional views about blended learning (Sharma, 2010) and examines the pedagogical changes to English courses implemented at King Saud University following the start of the COVID-19 pandemic. It aims to explore the benefits and challenges of blended learning during the spread of COVID-19 from the perspective of English as a foreign language (EFL) student. Qualitative data were collected from two focus group sessions, and one-to-one interviews with twelve students taking a general intensive English course at King Saud University over a six-week period. The results reveal that blended learning benefited the EFL students by supporting their writing skills and encouraging them to search online, as well as by matching their circumstances and being economical. It also identifies that the challenges EFL students faced included technological problems, flaws in the instructor’s performance, difficulties with online tests, attitudes to online learning and limited resources, and the university council’s decisions. The paper concludes with recommendations to exploit the benefits identified, and overcome the challenges of blended learning when teaching English in an EFL context.

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Section: Research Question 1: What Are the Benefits Of Implementing Bsupporting

confidence: 93%

Section: Research Question 2: What Are the Challenges Of Implementingsupporting

confidence: 91%

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Dahmash¹

2020

IJEL

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“…There have also been previous studies on the opinions of students in two different learning situations, showing their preferences and dislikes [17][18][19][20]. All of them show similar conclusions or focus their attention on the same ideas, talking about the relationship of the student with the teacher and other classmates, manipulative materials, bad connectivity or problems with the internet or lack of technological devices at students' homes.…”

mentioning

confidence: 95%

Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

Costado

Charlo

2021

Education Sciences

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This study shows the results of an autobiographical questionnaire of Spanish university students regarding two different educational models caused by the COVID-19 pandemic: face-to-face and e-learning. The aim is to discover their perceptions and opinions about their experiences during the learning process and what they have experienced during this global emergency and period of home confinement. The sample is made up of 100 students from the Primary Education Degree programme and the research was carried out through a qualitative study of the questionnaire. The results, divided into categories of each educational model, show the interpretation that the students make of the current reality and their own learning process. The most important aspect of the face-to-face learning model, according to 75% of the students, is direct communication with the teacher, and for 88% of them this model was effective. For the e-learning model, the flexible schedule, the economic savings and explanatory videos are the relevant ideas that the students express, with 68% stating that it was an effective model. The main conclusion is that the students prefer to continue with the face-to-face learning process (49%) rather than online teaching (7%) or, failing that, mixed or blended learning (44%), where the theoretical classes could be online and the practical classes could be face-to-face.

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“…The implementation of English language teaching is affected by the learning environment. The term of learning environment traditionally refers to classroom, however it has been developed into term of distance learning (Altunay, 2019). Distance learning is teaching and learning process where teacher and students' interactions are facilitated with electronic, mechanical or other device (Moore & Diehl, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching English Through Online Learning (A Literature Review)

Suputra

2021

TATEFL

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The aim of this study is to investigate the teaching strategy to be implemented on teaching English through online learning. The design of the present study is a literature review design. Related studies about strategies on teaching English through online learning were analyzed in order to be described in present study. The findings of this present study show that teaching through Learning Management System (LMS), video conference, instant messaging, and digital game could be beneficial strategies on teaching English through online learning. Each strategy has its own characteristics to be implemented in certain situation of online learning. Teachers could utilize various ICT applications which support the implementation of these strategies.

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

Cited by 21 publications

References 8 publications

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University

Teaching English Through Online Learning (A Literature Review)

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