Literaturnachweis - Detailanzeige
| Autor/inn/en | Mese, Esra; Sevilen, Çigdem |
|---|---|
| Titel | Factors Influencing EFL Students' Motivation in Online Learning: A Qualitative Case Study |
| Quelle | In: Journal of Educational Technology and Online Learning, 4 (2021) 1, S.11-22 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Mese, Esra) ORCID (Sevilen, Çigdem) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2618-6586 |
| Schlagwörter | Foreign Countries; Second Language Learning; English (Second Language); Learning Motivation; Electronic Learning; Online Courses; Web Based Instruction; Student Attitudes; Distance Education; Virtual Classrooms; College Students; Turkey |
| Abstract | Motivation is one of the key factors that affect L2 learners' success and performance in the language learning process; that is why, widely concerns teachers and researchers. Amidst a global health crisis that urged most English preparatory schools across Turkey to carry out their English as a Foreign Language (EFL) lessons online, the question of motivation attracted even more attention. A qualitative case study was conducted in order to explore students' perceptions of online teaching and how it affects their motivation over a period of a seven-week-course. The data was collected through semi-structured interviews and creative writing samples of 12 students from an intact classroom. Both interviews and creative writing tasks demonstrated that students overall believe online education has a negative impact on their motivation due to lack of social interaction, a mismatch between expectations and content, organizational problems and the organization of learning environments. Pedagogical implications are listed. (As Provided). |
| Anmerkungen | Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: dergipark.org.tr/en/pub/jetol |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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