Evaluation of emergency distance language education: Perspectives of elt students

Abstract

The purpose of this study is to investigate the views of language students on Emergency Distance Language Education (EDLE) during Covid-19 pandemic. The current study specifically aimed to reveal the perspectives of ELT students on EDLE in terms of its suitability, effectiveness, teachability, and study habits of the learners considering their gender, grade, and time spent on the internet. In addition, this study aimed to reveal problems of EDLE and offer solutions to these problems. The present study employed both qualitative and quantitative research methods. A Likert-type scale and interview forms were used in the data collection process. In addition to the scale, interview forms were used in the data collection process. A total of 116 students took part in the scale. A series of descriptive analysis, T-tests, and One-way ANOVA were used in the analysis of the scale. Content analysis was used for the data collected through interview forms. The results showed that there were no differences in the views of male and female participants on any dimensions of the scale. The only significant difference was found between 2nd and 4th grade participants’ views regarding the personal suitability dimension of the scale. The most frequently stated problems of EDLE were technological difficulties, mental problems, lack of interaction, material problems, and lack of experience. Flexibility of time and place, efficiency of time and money, and opportunity to improve digital literacy skills were stated to be the advantages while lack of self-discipline and self-motivation, lack of teacher-student and student-student interaction, health problems, slow feedback, and technical problems were expressed as disadvantage of distance language teaching. Finally, the students think that distance language teaching can be used as additional material in learning process but cannot replace traditional face-to-face education.