The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the COVID-19 Pandemic
Journal of Theoretical Educational Science
; 15(1):1-15, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1824566
ABSTRACT
The current study focused on English as a Foreign Language (EFL) learners' immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analysed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.
ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Stress Variables; Pandemics; English (Second Language); Student Attitudes; Online Courses; Foreign Countries; Language Teachers; COVID-19; Second Language Instruction; Distance Education; Turkey; College Students; Barriers; Communities of Practice; College Faculty
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Qualitative research
Language:
English
Journal:
Journal of Theoretical Educational Science
Year:
2022
Document Type:
Article
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