Unlocking online language education: Opportunities, challenges, and recommendations

Yıl 2024, Cilt: 13 Sayı: 2, 158 – 179, 30.04.2024

Nur Gedik Bal

https://doi.org/10.19128/turje.1379149

Öz

Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners’ perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaraş earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors’ teaching approaches.

Anahtar Kelimeler

Distance education, E-Learning, Online language education, Remote language learning

Etik Beyan

Certificate of ethics committee approval was received from the Ethics Committee of Social Sciences and Humanities Research from the university where the study was carried out

Kaynakça

• Aboagye, E., Yawson, J., & Appiah, K. (2020). COVID-19 and e-learning: The challenges of students in tertiary institutions. Social Education Research, 2(1), 1-8.
• Alghamdi, A. (2021). Saudi EFL instructors and students perspectives towards virtual learning during Covid-19 pandemic. International Journal of Linguistics, 13, 6, 18-36.
• Alodwan, T. (2021). Online learning during the COVID-19 pandemic from the perspectives of English as foreign language students. Educational Research and Reviews, 16(7), 279-288. https://doi.org/10.5897/ERR2021.4169
• Alnajjar, K. I., Al-Qeyam, F. R., Awwad, A., & Alkhutaba, M. (2022). Students' perceptions of online foreign language learning during the corona virus. World Journal of English Language, 12(6), 155-165.
• Alzahrani F. (2023). Is It true they negatively engage? Mixed method research of student engagement in EFL online classrooms. Journal of Language and Education, 9(1), 41-58. https://doi.org/10.17323/jle.2023.13736
• Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior & Emerging Technologies, 2, 113-115. https://doi.org/10.1002/hbe2.191
• Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2020). A silver lining of Coronavirus: Jordanian Universities turn to distance education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 1-11. https://doi.org/10.4018/IJICTE.20210401.oa1
• Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654. https://doi.org/10.1080/13645579.2020.1805550
• Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2021). Opinion of students on online education during the COVID-19 pandemic. Human Behavior & Emerging Technologies, 3, 357-365. https://doi.org/10.1002/hbe2.240
• Creswell, J. W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative and Qualitative Research (4th ed.). Pearson
• Dahmash, N. (2020). I couldn’t join the session’: Benefits and challenges of blended learning amid Covid-19 from EFL students. International Journal of English Linguistics, 10(5), 221-230. https://doi.org/10.5539/ijel.v10n5p221
• Dennen, V. P. (2018). Frameworks for Designing and Analyzing Learning: Activity Interactions in Online Courses. In M. G. Moore & W. C. Diehl (Eds.), Handbook of Distance Education (4th ed., pp. 244-259). Routledge.
• Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. https://doi.org/10.1016/j.system.2021.102556
• Dhawan, S. (2020). Online learning: a panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22, https://doi.org/10.1177/0047239520934018
• Fernandez, C.J., Ramesh, R., & Manivannan, A.S.R. (2022). Synchronous learning and asynchronous learning during COVID-19 pandemic: a case study in India. Asian Association of Open Universities Journal, 17(1), 1-14. https://doi.org/10.1108/AAOUJ-02-2021-0027
• Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53, 380-392. https://doi.org/10.1111/flan.12460
• Gao, X. (2020). Australian students’ perceptions of the challenges and strategies for learning Chinese characters in emergency online teaching. International Journal of Chinese Language Teaching, 1(1), 83-98.
• Gonçalves, S. P., Sousa, M. J., & Pereira, F. S. (2020). Distance learning perceptions from higher education students—The Case of Portugal. Education Sciences, 10(12), 374. https://doi.org/10.3390/educsci10120374
• Hazaymeh, W. A. (2021). EFL students’ perceptions of online distance learning for enhancing English language learning during covid-19 pandemic. International Journal of Instruction, 14(3), 501-518. https://doi.org/10.29333/iji.2021.14329a
• Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher transitions: Approaches to synchronous online learning in the wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201-209.
• Hung, M.-L., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325. https://doi.org/10.1016/j.compedu.2014.10.022
• Ji, H., Park, S. & Shin, H. W. (2022). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System, 105, 102720. https://doi.org/10.1016/j.system.2022.102720
• Kang, M., & Im, T. (2013). Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301. https://doi.org/10.1111/jcal.12005
• Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives. Medical Education, 20, 285. https://doi.org/10.1186/s12909-020-02208-z
• Kim, S. H., & Park, S. (2023). What contributed to students' online learning satisfaction during the pandemic? Distance Education, 44(1), 6-23. https://doi.org/10.1080/01587919.2022.2150147
• Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45, 214-222. https://doi.org/10.5014/ajot.45.3.214
• Le, M. T. T., & Tran, K.W. (2023). Synchronous virtual learning students’ experience and the prospect in Vietnam. Turkish Online Journal of Distance Education-TOJDE, 4(3), 163-177.
• Lee, S.‐M. (2022). Factors affecting the quality of online learning in a task‐based college course. Foreign Language Annals, 55, 116-134. https://doi.org/10.1111/flan.12572
• Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
• Ludwig, C., & Tassinari, M. G. (2023). Foreign language learner autonomy in online learning environments: The teachers’ perspectives. Innovation in Language Learning and Teaching, 17(2), 217-234. https://doi.org/10.1080/17501229.2021.2012476
• Maican, M. A., & Cocorada, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781. https://doi.org/10.3390/su13020781
• Mather, M. & Sarkans, A. (2018). Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction, 10(2), 61-76.
• Mese, E. & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11-22.
• Mursyidin, M., Parlindungan, F., & Rahmatillah, R. (2021). Challenges in online learning during Covid-19 pandemic: Lessons learned from universities in Indonesia. TESOL International Journal, 16(4.1), 110-124.
• Neuendorf, K. A. (2002). The Content Analysis Guidebook. Sage.
• Okyar, H. (2023). University-level EFL students’ views on learning English online: A qualitative study. Education and Information Technologies, 28, 81-107. https://doi.org/10.1007/s10639-022-11155-9
• Ratan, R., Ucha, C., Lei, Y., Lim, C., Triwibowo, W., Yelon, S., Sheahan, A., Lamb, B., Deni, B., & Chen, V. H. H. (2022). How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains? Computers & Education, 191, 104621. https://doi.org/10.1016/j.compedu.2022.104621
• Roque-Hernández, R.V., Díaz-Roldán, J.L., López-Mendoza, A., & Salazar-Hernández, R. (2023). Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown. Interactive Learning Environments 31(5), 2841-2854. https://doi.org/10.1080/10494820.2021.1912112
• Schulze, M. & Scholz, K. (2018) Learning trajectories and the role of online courses in a language program. Computer Assisted Language Learning, 31(3), 185-205. https://doi.org/10.1080/09588221.2017.1360362
• Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75.
• Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7(1), 59-70. https://doi.org/10.1016/j.iheduc.2003.11.003
• Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y.-Y., Guan, J., He, D., & Ho, G. T. S. (2021). Comparative analysis of students' live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211. https://doi.org/10.1016/j.compedu.2021.104211
• Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237-246.
• Terry, G., & Braun, V. (2017). Short but often sweet: The surprising potential of qualitative survey methods. In V. Braun, V. Clarke, & D. Gray (Eds.), Collecting qualitative data: A practical guide to textual, media and virtual techniques (pp. 15-44). Cambridge University Press.
• Van Wart, M., Ni, A., Medina, P., Canelon, J., Kordrostami, M., Zhang, J., & Liu, Y. (2020). Integrating students' perspectives about online learning: A hierarchy of factors. International Journal of Educational Technology in Higher Education, 17, 1–22. https://doi.org/10.1186/s41239-020-00229-8
• Weber, R. P. (1990). Basic content analysis. Sage Publications.
• Wang, Y., Zhan, H., & Liu, S. (2022). A comparative study of perceptions and experiences of online Chinese language learners in China and the United States during the COVID-19 pandemic. Journal of China Computer-Assisted Language Learning, 2(1), 69-99. https://doi.org/10.1515/jccall-2022-0009
• Yoon, J. (2021). Students' perception of blended asynchronous and synchronous learning in an advanced Spanish conversation class. European Journal of Foreign Language Teaching, 5(6), 32-65. http://dx.doi.org/10.46827/ejfl.v5i6.4065

Çevrimiçi dil eğitiminin kilidini açmak: Fırsatlar, zorluklar ve öneriler

Yıl 2024, Cilt: 13 Sayı: 2, 158 – 179, 30.04.2024

Nur Gedik Bal

https://doi.org/10.19128/turje.1379149

Öz

Teknolojideki ilerlemeler, özellikle COVID-19, deprem, kasırga ve sel gibi krizler sırasında uzaktan eğitimin potansiyelini önemli ölçüde artırdı. Bu nitel anket çalışması, 2023 yılında Türkiye’de yaşanan Kahramanmaraş depreminden sonra bir devlet üniversitesinin hazırlık okulunda İngilizce’yi yabancı dil olarak öğrenen (İYD) 150 öğrencinin çevrimiçi dil eğitiminin etkinliğine ilişkin algılarını tespit etmektedir. Veriler, öğrencilerden olumlu ve olumsuz deneyimler ve tavsiyeler almak için açık uçlu sorular içeren çevrimiçi bir anket aracılığıyla toplandı. Toplanan verilerin kapsamlı ve sistematik analizini sağlamak için titiz bir metodolojik yaklaşım kullanıldı. Spesifik olarak veriler, MAXQDA’nın kolaylaştırdığı içerik analizi yoluyla titiz bir incelemeye tabi tutuldu. Araştırma sonuçları, katılımcıların çevrimiçi dil eğitimini zaman kazandıran yapısı, rahatlığı, katılım kolaylığı, kayıtlı oturumlara erişim, öğretmen desteği ve maliyet etkinliği nedeniyle takdir ettiğini ortaya çıkardı. Ancak birçok öğrenci de çevrimiçi eğitimin etkisiz olduğunu düşündü ve çevrimiçi eğitimin teknik sorunlar, azalan konsantrasyon, motivasyon ve disiplin eksikliği, sınırlı etkileşim ve derse katılım gibi zorlukları olduğunu bildirdi. İYD öğrencileri ayrıca müfredatın, değerlendirme yöntemlerinin ve eğitmenlerin öğretme yaklaşımlarının iyileştirilmesine yönelik önerilerde bulundu.

Anahtar Kelimeler

Çevrimiçi dil eğitimi, E-Öğrenme, Uzaktan dil öğrenimi, Uzaktan eğitim

Kaynakça

• Aboagye, E., Yawson, J., & Appiah, K. (2020). COVID-19 and e-learning: The challenges of students in tertiary institutions. Social Education Research, 2(1), 1-8.
• Alghamdi, A. (2021). Saudi EFL instructors and students perspectives towards virtual learning during Covid-19 pandemic. International Journal of Linguistics, 13, 6, 18-36.
• Alodwan, T. (2021). Online learning during the COVID-19 pandemic from the perspectives of English as foreign language students. Educational Research and Reviews, 16(7), 279-288. https://doi.org/10.5897/ERR2021.4169
• Alnajjar, K. I., Al-Qeyam, F. R., Awwad, A., & Alkhutaba, M. (2022). Students' perceptions of online foreign language learning during the corona virus. World Journal of English Language, 12(6), 155-165.
• Alzahrani F. (2023). Is It true they negatively engage? Mixed method research of student engagement in EFL online classrooms. Journal of Language and Education, 9(1), 41-58. https://doi.org/10.17323/jle.2023.13736
• Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior & Emerging Technologies, 2, 113-115. https://doi.org/10.1002/hbe2.191
• Bataineh, K. B., Atoum, M. S., Alsmadi, L. A., & Shikhali, M. (2020). A silver lining of Coronavirus: Jordanian Universities turn to distance education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 1-11. https://doi.org/10.4018/IJICTE.20210401.oa1
• Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654. https://doi.org/10.1080/13645579.2020.1805550
• Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2021). Opinion of students on online education during the COVID-19 pandemic. Human Behavior & Emerging Technologies, 3, 357-365. https://doi.org/10.1002/hbe2.240
• Creswell, J. W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative and Qualitative Research (4th ed.). Pearson
• Dahmash, N. (2020). I couldn’t join the session’: Benefits and challenges of blended learning amid Covid-19 from EFL students. International Journal of English Linguistics, 10(5), 221-230. https://doi.org/10.5539/ijel.v10n5p221
• Dennen, V. P. (2018). Frameworks for Designing and Analyzing Learning: Activity Interactions in Online Courses. In M. G. Moore & W. C. Diehl (Eds.), Handbook of Distance Education (4th ed., pp. 244-259). Routledge.
• Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. https://doi.org/10.1016/j.system.2021.102556
• Dhawan, S. (2020). Online learning: a panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22, https://doi.org/10.1177/0047239520934018
• Fernandez, C.J., Ramesh, R., & Manivannan, A.S.R. (2022). Synchronous learning and asynchronous learning during COVID-19 pandemic: a case study in India. Asian Association of Open Universities Journal, 17(1), 1-14. https://doi.org/10.1108/AAOUJ-02-2021-0027
• Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53, 380-392. https://doi.org/10.1111/flan.12460
• Gao, X. (2020). Australian students’ perceptions of the challenges and strategies for learning Chinese characters in emergency online teaching. International Journal of Chinese Language Teaching, 1(1), 83-98.
• Gonçalves, S. P., Sousa, M. J., & Pereira, F. S. (2020). Distance learning perceptions from higher education students—The Case of Portugal. Education Sciences, 10(12), 374. https://doi.org/10.3390/educsci10120374
• Hazaymeh, W. A. (2021). EFL students’ perceptions of online distance learning for enhancing English language learning during covid-19 pandemic. International Journal of Instruction, 14(3), 501-518. https://doi.org/10.29333/iji.2021.14329a
• Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher transitions: Approaches to synchronous online learning in the wake of COVID-19. Journal of Technology and Teacher Education, 28(2), 201-209.
• Hung, M.-L., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81, 315-325. https://doi.org/10.1016/j.compedu.2014.10.022
• Ji, H., Park, S. & Shin, H. W. (2022). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System, 105, 102720. https://doi.org/10.1016/j.system.2022.102720
• Kang, M., & Im, T. (2013). Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301. https://doi.org/10.1111/jcal.12005
• Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives. Medical Education, 20, 285. https://doi.org/10.1186/s12909-020-02208-z
• Kim, S. H., & Park, S. (2023). What contributed to students' online learning satisfaction during the pandemic? Distance Education, 44(1), 6-23. https://doi.org/10.1080/01587919.2022.2150147
• Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45, 214-222. https://doi.org/10.5014/ajot.45.3.214
• Le, M. T. T., & Tran, K.W. (2023). Synchronous virtual learning students’ experience and the prospect in Vietnam. Turkish Online Journal of Distance Education-TOJDE, 4(3), 163-177.
• Lee, S.‐M. (2022). Factors affecting the quality of online learning in a task‐based college course. Foreign Language Annals, 55, 116-134. https://doi.org/10.1111/flan.12572
• Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
• Ludwig, C., & Tassinari, M. G. (2023). Foreign language learner autonomy in online learning environments: The teachers’ perspectives. Innovation in Language Learning and Teaching, 17(2), 217-234. https://doi.org/10.1080/17501229.2021.2012476
• Maican, M. A., & Cocorada, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781. https://doi.org/10.3390/su13020781
• Mather, M. & Sarkans, A. (2018). Student perceptions of online and face-to-face learning. International Journal of Curriculum and Instruction, 10(2), 61-76.
• Mese, E. & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11-22.
• Mursyidin, M., Parlindungan, F., & Rahmatillah, R. (2021). Challenges in online learning during Covid-19 pandemic: Lessons learned from universities in Indonesia. TESOL International Journal, 16(4.1), 110-124.
• Neuendorf, K. A. (2002). The Content Analysis Guidebook. Sage.
• Okyar, H. (2023). University-level EFL students’ views on learning English online: A qualitative study. Education and Information Technologies, 28, 81-107. https://doi.org/10.1007/s10639-022-11155-9
• Ratan, R., Ucha, C., Lei, Y., Lim, C., Triwibowo, W., Yelon, S., Sheahan, A., Lamb, B., Deni, B., & Chen, V. H. H. (2022). How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains? Computers & Education, 191, 104621. https://doi.org/10.1016/j.compedu.2022.104621
• Roque-Hernández, R.V., Díaz-Roldán, J.L., López-Mendoza, A., & Salazar-Hernández, R. (2023). Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown. Interactive Learning Environments 31(5), 2841-2854. https://doi.org/10.1080/10494820.2021.1912112
• Schulze, M. & Scholz, K. (2018) Learning trajectories and the role of online courses in a language program. Computer Assisted Language Learning, 31(3), 185-205. https://doi.org/10.1080/09588221.2017.1360362
• Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75.
• Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7(1), 59-70. https://doi.org/10.1016/j.iheduc.2003.11.003
• Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y.-Y., Guan, J., He, D., & Ho, G. T. S. (2021). Comparative analysis of students' live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211. https://doi.org/10.1016/j.compedu.2021.104211
• Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237-246.
• Terry, G., & Braun, V. (2017). Short but often sweet: The surprising potential of qualitative survey methods. In V. Braun, V. Clarke, & D. Gray (Eds.), Collecting qualitative data: A practical guide to textual, media and virtual techniques (pp. 15-44). Cambridge University Press.
• Van Wart, M., Ni, A., Medina, P., Canelon, J., Kordrostami, M., Zhang, J., & Liu, Y. (2020). Integrating students' perspectives about online learning: A hierarchy of factors. International Journal of Educational Technology in Higher Education, 17, 1–22. https://doi.org/10.1186/s41239-020-00229-8
• Weber, R. P. (1990). Basic content analysis. Sage Publications.
• Wang, Y., Zhan, H., & Liu, S. (2022). A comparative study of perceptions and experiences of online Chinese language learners in China and the United States during the COVID-19 pandemic. Journal of China Computer-Assisted Language Learning, 2(1), 69-99. https://doi.org/10.1515/jccall-2022-0009
• Yoon, J. (2021). Students' perception of blended asynchronous and synchronous learning in an advanced Spanish conversation class. European Journal of Foreign Language Teaching, 5(6), 32-65. http://dx.doi.org/10.46827/ejfl.v5i6.4065

Toplam 49 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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