The Turkish Online Journal of Distance Education, 2013
Over the last decade, the field of distance education (and e-learning) has substantially strength... more Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limit...
The Turkish Online Journal of Distance Education, 2013
This study investigates the noncompulsory language learning activities performed by a group of di... more This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The ...
This study investigated first year Turkish EFL students’ views about learning English through dis... more 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 online Likert-Scale questionnaire 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 au...
International Journal of Computer-Assisted Language Learning and Teaching, 2013
This article discusses the role of Open Educational Resources (OER) in foreign language learning ... more 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.
LANGUAGE LEARNING STRATEGIES USED BY DISTANCE LEARNERS OF ENGLISH: A study with a Group of Turkish Distance Learners of EFL
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.
Keywords: language learning strategies, distance EFL learners, SILL, affective strategies
This study investigates the noncompulsory language learning activities performed by a group of di... more This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners' experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.
This study investigates the learner beliefs of a group of on-campus students about Internet-based... more This study investigates the learner beliefs of a group of on-campus students about Internet-based language learning and the language learning activities that they do on the Internet in order to determine their readiness for a potential distance language learning course. The participants of the study are 62 first year EFL students in a public university in Turkey. A 5-point Likert scale-based questionnaire was used to collect data. The questionnaire was prepared by the researcher in Turkish. The participants of the study think that use of the Internet is effective in language learning. Yet, half of the participants favor the traditional classroom environment to learn English. Among the other half, the number of undecided participants is higher than the ones who favour the Internet-based language learning environments. The study shows that the participants use the Internet mostly for translation and learning vocabulary, but they do not use it for interaction and as a knowledge-sharing platform. Keywords: Internet-based language learning, EFL, learner beliefs, learner activities, distance language learning.
Résumé Cet article présente un modèle d'apprentissage des langues à distance par Internet à ... more 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 ...
The Turkish Online Journal of Distance Education, 2013
Over the last decade, the field of distance education (and e-learning) has substantially strength... more Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limit...
The Turkish Online Journal of Distance Education, 2013
This study investigates the noncompulsory language learning activities performed by a group of di... more This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The ...
This study investigated first year Turkish EFL students’ views about learning English through dis... more 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 online Likert-Scale questionnaire 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 au...
International Journal of Computer-Assisted Language Learning and Teaching, 2013
This article discusses the role of Open Educational Resources (OER) in foreign language learning ... more 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.
LANGUAGE LEARNING STRATEGIES USED BY DISTANCE LEARNERS OF ENGLISH: A study with a Group of Turkish Distance Learners of EFL
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.
Keywords: language learning strategies, distance EFL learners, SILL, affective strategies
This study investigates the noncompulsory language learning activities performed by a group of di... more This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners' experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.
This study investigates the learner beliefs of a group of on-campus students about Internet-based... more This study investigates the learner beliefs of a group of on-campus students about Internet-based language learning and the language learning activities that they do on the Internet in order to determine their readiness for a potential distance language learning course. The participants of the study are 62 first year EFL students in a public university in Turkey. A 5-point Likert scale-based questionnaire was used to collect data. The questionnaire was prepared by the researcher in Turkish. The participants of the study think that use of the Internet is effective in language learning. Yet, half of the participants favor the traditional classroom environment to learn English. Among the other half, the number of undecided participants is higher than the ones who favour the Internet-based language learning environments. The study shows that the participants use the Internet mostly for translation and learning vocabulary, but they do not use it for interaction and as a knowledge-sharing platform. Keywords: Internet-based language learning, EFL, learner beliefs, learner activities, distance language learning.
Résumé Cet article présente un modèle d'apprentissage des langues à distance par Internet à ... more 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 ...
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LANGUAGE LEARNING STRATEGIES USED BY DISTANCE LEARNERS OF ENGLISH: A study with a Group of Turkish Distance Learners of EFL
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.
Keywords: language learning strategies, distance EFL learners, SILL, affective strategies
learning and the language learning activities that they do on the Internet in order to determine their readiness
for a potential distance language learning course. The participants of the study are 62 first year EFL students in
a public university in Turkey. A 5-point Likert scale-based questionnaire was used to collect data. The
questionnaire was prepared by the researcher in Turkish. The participants of the study think that use of the
Internet is effective in language learning. Yet, half of the participants favor the traditional classroom
environment to learn English. Among the other half, the number of undecided participants is higher than the
ones who favour the Internet-based language learning environments. The study shows that the participants
use the Internet mostly for translation and learning vocabulary, but they do not use it for interaction and as a
knowledge-sharing platform.
Keywords: Internet-based language learning, EFL, learner beliefs, learner activities, distance language learning.
LANGUAGE LEARNING STRATEGIES USED BY DISTANCE LEARNERS OF ENGLISH: A study with a Group of Turkish Distance Learners of EFL
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.
Keywords: language learning strategies, distance EFL learners, SILL, affective strategies
learning and the language learning activities that they do on the Internet in order to determine their readiness
for a potential distance language learning course. The participants of the study are 62 first year EFL students in
a public university in Turkey. A 5-point Likert scale-based questionnaire was used to collect data. The
questionnaire was prepared by the researcher in Turkish. The participants of the study think that use of the
Internet is effective in language learning. Yet, half of the participants favor the traditional classroom
environment to learn English. Among the other half, the number of undecided participants is higher than the
ones who favour the Internet-based language learning environments. The study shows that the participants
use the Internet mostly for translation and learning vocabulary, but they do not use it for interaction and as a
knowledge-sharing platform.
Keywords: Internet-based language learning, EFL, learner beliefs, learner activities, distance language learning.