Research Article
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Year 2022, Volume: 15 Issue: 1, 1 - 15, 31.01.2022
https://doi.org/10.30831/akukeg.939836

Abstract

References

  • Alavi, M. (1994). Computer-mediated collaborative learning: an empirical evaluation. MIS Quarterly, 18(2), 159–174. https://doi.org/10.2307/249763
  • Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic ? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
  • Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian Universities during Covid-19 Pandemic. Linguistics and Culture Review, 4(1), 35–47. https://doi.org/10.37028/lingcure.v4n1.19
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! teaching activities and challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
  • Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/https://doi.org/10.1016/j.iheduc.2008.10.005
  • Barr, R. B., & Tagg, J. (1995). From teaching to learning-a new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26. https://doi.org/10.1080/00091383.1995.10544672
  • Berg, B. L., & Lune, H. (2013). Qualitative research methods for the social sciences: Pearson new international Edition. Pearson Education Limited.
  • Bernard, H. R. (2000). Social research methods: Qualitative and quantitative approaches. Sage Publications.
  • Bestari, A. C. Y., Faiza, D., & Mayekti, M. H. (2020). Instagram caption as online learning media on the subject of extended writing during pandemic of Covid-19. Surakarta English and Literature Journal, 3(1), 9–21. http://ejournal.unsa.ac.id/index.php/selju/article/view/359
  • Casey, D. M. (2008). A journey to legitimacy: The historical development of distance education through technology. TechTrends, 52(2), 45. https://doi.org/10.1007/s11528-008-0135-z
  • Coffin, R. J., & MacIntyre, P. D. (1999). Motivational influences on computer-related affective states. Computers in Human Behavior, 15(5), 549–569. https://doi.org/https://doi.org/10.1016/S0747-5632(99)00036-9
  • Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Creswell, J W, & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
  • Creswell, John W, & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903\_2
  • Ellis, R. (1997). SLA and language pedagogy: An educational perspective. Studies in Second Language Acquisition, 19(1), 69–92. http://www.jstor.org/stable/44488668
  • Fansury, A. H., Januarty, R., Rahman, A. W., & Syawal. (2020). Digital content for millennial generations: Teaching the English foreign language learner on COVID-19 Pandemic. Journal of Southwest Jiaotong University, 55(3). https://doi.org/10.35741/issn.0258-2724.55.3.40
  • Hakami, M. (2020). Using Nearpod as a tool to promote active learning in higher education in a BYOD learning environment. Journal of Education and Learning, 9(1), 119. https://doi.org/10.5539/jel.v9n1p119
  • Handayani, F., & Handayani, N. D. (2020). The potential of online writing tools for EFL university students during the Covid-19 Pandemic. Journal of English Education, 6(1). https://doi.org/10.30606/jee.v6i1.406
  • Harida, E. S. (2020). Students’ learning in Corona virus diseases 2019 (Covid-19) situation. ENGLISH EDUCATION English Journal for Teaching and Learning, 08(01), 25–37. http://jurnal.iainpadangsidimpuan.ac.id/index.php/EEJ
  • Hartshorn, K. J., & Mcmurry, B. L. (2020). The effects of the COVID-19 Pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2, 140–156. https://doi.org/10.46451/ijts.2020.09.11
  • Juhary, J. (2012). Online comments for language learning: a pilot study. Procedia Technology, 1,297–302. https://doi.org/https://doi.org/10.1016/j.protcy.2012.02.063
  • Kanno, M. (2020). Maintaining and enhancing students’ collaborative learning in a Japanese EFL higher education context. Journal of Education, Innovation, and Communication, June Special Issue, 91–106. https://doi.org/10.34097/jeicom_sp_june2020_4
  • Knight, S. W. P. (2020). Establishing professional online communities for world language educators. Foreign Language Annals, 53(2), 298–305. https://doi.org/https://doi.org/10.1111/flan.12458
  • Layali, K., & Al-Shlowiy, A. (2020). Students’ perceptions of e-learning for ESL / EFL in Saudi Universities and their implications during Coronavirus Pandemic: A review of literature. International Journal of English Language & Translation Studies, 8(1), 64–72. http://www.eltsjournal.org/archive/value8%20issue1/9-8-1-20.pdf
  • Lee, A. R., & Bailey, D. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Call-Ej, 21(2), 176–196. http://callej.org/journal/21-2/Bailey-Lee2020.pdf
  • Lomicka, L. (2020). Creating and sustaining virtual language communities. Foreign Language Annals, 53(2), 306–313. https://doi.org/https://doi.org/10.1111/flan.12456
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. John Wiley \& Sons.
  • Njenga, J., & Fourie, L. (2010). The myths about e-learning in higher education. Br. J. Educ. Technol., 41, 199–212. https://doi.org/10.1111/j.1467-8535.2008.00910.x
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage.
  • Scott, D., & Morrison, M. (2007). Key ideas in educational research. Bloomsbury Academic.
  • Shaaban, S. S. A. (2020). TEFL professors’ e-learning experiences during the Covid 19 pandemic. European Journal of Foreign Language Teaching, 5(1), 82–97. https://doi.org/10.46827/ejfl.v5i1.3202
  • Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching on ESL learners’ attitudes under COVID-19 circumstances at postgraduate level in Pakistan. In English Language Teaching (Vol. 13, Issue 9, pp. 1–9). https://doi.org/10.5539/elt.v13n9p1
  • Shaw, R.-S. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58(1), 111–120. https://doi.org/https://doi.org/10.1016/j.compedu.2011.08.013
  • Shaw, R.-S. (2013). The relationships among group size, participation, and performance of programming language learning supported with online forums. Computers & Education, 62, 196–207. https://doi.org/https://doi.org/10.1016/j.compedu.2012.11.001
  • Thorne, S. (2000). EBN notebook data analysis in qualitative research. EBN Notebook, 3, 68–70. https://doi:10.1136/ebn.3.3.68
  • Tsai, M.-J., & Tsai, C.-C. (2003). Information searching strategies in web-based science learning: the role of internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50. https://doi.org/10.1080/1355800032000038822
  • Tuncay, N., & Uzunboylu, H. (2012). English language teachers’ success in blended and online e-learning. Procedia - Social and Behavioral Sciences, 47, 131–137. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.626
  • World Health Organization (WHO). (2020). Novel Coronavirus (2019-nCoV) SITUATION REPORT-1. Accessed 16 September, 2020. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200121-sitrep-1-2019-ncov.pdf?sfvrsn=20a99c10_4
  • World Health Organization (WHO) (2020). Novel Coronavirus (2019-nCoV) SITUATION REPORT- 22. Accessed 16 September, 2020. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200211-sitrep-22-ncov.pdf?sfvrsn=fb6d49b1_2
  • Yang, Y., & Lin, N. C. (2010). Internet perceptions, online participation and language learning in Moodle forums: A case study on nursing students in Taiwan. Procedia - Social and Behavioral Sciences, 2(2), 2647–2651. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.03.388
  • Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID-19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), 1–5. https://doi.org/10.1002/tesj.543

The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the Covid-19 Pandemic

Year 2022, Volume: 15 Issue: 1, 1 - 15, 31.01.2022
https://doi.org/10.30831/akukeg.939836

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 analyzed 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.

References

  • Alavi, M. (1994). Computer-mediated collaborative learning: an empirical evaluation. MIS Quarterly, 18(2), 159–174. https://doi.org/10.2307/249763
  • Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic ? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
  • Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian Universities during Covid-19 Pandemic. Linguistics and Culture Review, 4(1), 35–47. https://doi.org/10.37028/lingcure.v4n1.19
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! teaching activities and challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
  • Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/https://doi.org/10.1016/j.iheduc.2008.10.005
  • Barr, R. B., & Tagg, J. (1995). From teaching to learning-a new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26. https://doi.org/10.1080/00091383.1995.10544672
  • Berg, B. L., & Lune, H. (2013). Qualitative research methods for the social sciences: Pearson new international Edition. Pearson Education Limited.
  • Bernard, H. R. (2000). Social research methods: Qualitative and quantitative approaches. Sage Publications.
  • Bestari, A. C. Y., Faiza, D., & Mayekti, M. H. (2020). Instagram caption as online learning media on the subject of extended writing during pandemic of Covid-19. Surakarta English and Literature Journal, 3(1), 9–21. http://ejournal.unsa.ac.id/index.php/selju/article/view/359
  • Casey, D. M. (2008). A journey to legitimacy: The historical development of distance education through technology. TechTrends, 52(2), 45. https://doi.org/10.1007/s11528-008-0135-z
  • Coffin, R. J., & MacIntyre, P. D. (1999). Motivational influences on computer-related affective states. Computers in Human Behavior, 15(5), 549–569. https://doi.org/https://doi.org/10.1016/S0747-5632(99)00036-9
  • Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Creswell, J W, & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
  • Creswell, John W, & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903\_2
  • Ellis, R. (1997). SLA and language pedagogy: An educational perspective. Studies in Second Language Acquisition, 19(1), 69–92. http://www.jstor.org/stable/44488668
  • Fansury, A. H., Januarty, R., Rahman, A. W., & Syawal. (2020). Digital content for millennial generations: Teaching the English foreign language learner on COVID-19 Pandemic. Journal of Southwest Jiaotong University, 55(3). https://doi.org/10.35741/issn.0258-2724.55.3.40
  • Hakami, M. (2020). Using Nearpod as a tool to promote active learning in higher education in a BYOD learning environment. Journal of Education and Learning, 9(1), 119. https://doi.org/10.5539/jel.v9n1p119
  • Handayani, F., & Handayani, N. D. (2020). The potential of online writing tools for EFL university students during the Covid-19 Pandemic. Journal of English Education, 6(1). https://doi.org/10.30606/jee.v6i1.406
  • Harida, E. S. (2020). Students’ learning in Corona virus diseases 2019 (Covid-19) situation. ENGLISH EDUCATION English Journal for Teaching and Learning, 08(01), 25–37. http://jurnal.iainpadangsidimpuan.ac.id/index.php/EEJ
  • Hartshorn, K. J., & Mcmurry, B. L. (2020). The effects of the COVID-19 Pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2, 140–156. https://doi.org/10.46451/ijts.2020.09.11
  • Juhary, J. (2012). Online comments for language learning: a pilot study. Procedia Technology, 1,297–302. https://doi.org/https://doi.org/10.1016/j.protcy.2012.02.063
  • Kanno, M. (2020). Maintaining and enhancing students’ collaborative learning in a Japanese EFL higher education context. Journal of Education, Innovation, and Communication, June Special Issue, 91–106. https://doi.org/10.34097/jeicom_sp_june2020_4
  • Knight, S. W. P. (2020). Establishing professional online communities for world language educators. Foreign Language Annals, 53(2), 298–305. https://doi.org/https://doi.org/10.1111/flan.12458
  • Layali, K., & Al-Shlowiy, A. (2020). Students’ perceptions of e-learning for ESL / EFL in Saudi Universities and their implications during Coronavirus Pandemic: A review of literature. International Journal of English Language & Translation Studies, 8(1), 64–72. http://www.eltsjournal.org/archive/value8%20issue1/9-8-1-20.pdf
  • Lee, A. R., & Bailey, D. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Call-Ej, 21(2), 176–196. http://callej.org/journal/21-2/Bailey-Lee2020.pdf
  • Lomicka, L. (2020). Creating and sustaining virtual language communities. Foreign Language Annals, 53(2), 306–313. https://doi.org/https://doi.org/10.1111/flan.12456
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. John Wiley \& Sons.
  • Njenga, J., & Fourie, L. (2010). The myths about e-learning in higher education. Br. J. Educ. Technol., 41, 199–212. https://doi.org/10.1111/j.1467-8535.2008.00910.x
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage.
  • Scott, D., & Morrison, M. (2007). Key ideas in educational research. Bloomsbury Academic.
  • Shaaban, S. S. A. (2020). TEFL professors’ e-learning experiences during the Covid 19 pandemic. European Journal of Foreign Language Teaching, 5(1), 82–97. https://doi.org/10.46827/ejfl.v5i1.3202
  • Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching on ESL learners’ attitudes under COVID-19 circumstances at postgraduate level in Pakistan. In English Language Teaching (Vol. 13, Issue 9, pp. 1–9). https://doi.org/10.5539/elt.v13n9p1
  • Shaw, R.-S. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58(1), 111–120. https://doi.org/https://doi.org/10.1016/j.compedu.2011.08.013
  • Shaw, R.-S. (2013). The relationships among group size, participation, and performance of programming language learning supported with online forums. Computers & Education, 62, 196–207. https://doi.org/https://doi.org/10.1016/j.compedu.2012.11.001
  • Thorne, S. (2000). EBN notebook data analysis in qualitative research. EBN Notebook, 3, 68–70. https://doi:10.1136/ebn.3.3.68
  • Tsai, M.-J., & Tsai, C.-C. (2003). Information searching strategies in web-based science learning: the role of internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50. https://doi.org/10.1080/1355800032000038822
  • Tuncay, N., & Uzunboylu, H. (2012). English language teachers’ success in blended and online e-learning. Procedia - Social and Behavioral Sciences, 47, 131–137. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.626
  • World Health Organization (WHO). (2020). Novel Coronavirus (2019-nCoV) SITUATION REPORT-1. Accessed 16 September, 2020. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200121-sitrep-1-2019-ncov.pdf?sfvrsn=20a99c10_4
  • World Health Organization (WHO) (2020). Novel Coronavirus (2019-nCoV) SITUATION REPORT- 22. Accessed 16 September, 2020. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200211-sitrep-22-ncov.pdf?sfvrsn=fb6d49b1_2
  • Yang, Y., & Lin, N. C. (2010). Internet perceptions, online participation and language learning in Moodle forums: A case study on nursing students in Taiwan. Procedia - Social and Behavioral Sciences, 2(2), 2647–2651. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.03.388
  • Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID-19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), 1–5. https://doi.org/10.1002/tesj.543
There are 41 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Erkan Yüce 0000-0003-2716-5668

Publication Date January 31, 2022
Submission Date May 20, 2021
Published in Issue Year 2022 Volume: 15 Issue: 1

Cite

APA Yüce, E. (2022). 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. https://doi.org/10.30831/akukeg.939836