Exploring English Majors’ Views and Perceptions of Emergency Remote Learning, Learner Autonomy, and L1 Use in Asynchronous Video Lectures

Authors : Burcu GÖKGÖZ KURT

Pages : 161-191

Doi:10.52597/buje.1077524

View : 44 | Download : 17

Publication Date : 2022-12-31

Article Type : Research Paper

Abstract :The purpose of the present study was to explore university students’ views and perceptions of emergency remote learning insert ignore into journalissuearticles values(ERL);, their self-reported degree of learner autonomy, and the use of the first language insert ignore into journalissuearticles values(L1); in asynchronous classes insert ignore into journalissuearticles values(i.e., pre-recorded video lectures); during their transition to ERL in Spring 2020. The participants were predominantly freshmen students studying English Language and Literature insert ignore into journalissuearticles values(ELL); at a public university in Turkey. The data was collected via a cross-sectional five-part web-based questionnaire using convenience sampling insert ignore into journalissuearticles values(n = 86);. The study reveals interesting findings regarding insert ignore into journalissuearticles values(a); students’ views about ERL, insert ignore into journalissuearticles values(b); their self-reported degree of learner autonomy, insert ignore into journalissuearticles values(c); their views about lecturers’ L1 use in asynchronous video lectures, and insert ignore into journalissuearticles values(d); whether and how these variables are interrelated and can be predicted by background variables. The qualitative findings further suggest that students hold mixed opinions regarding their new learning experience and mention the technical issues, lack of contact, and psychological problems as the most urgent issues to be addressed. Students were also found to be quite autonomous, and this was correlated with ERL ratings. Additionally, a majority of the ELL students considered the use of L1 in video lectures acceptable as long as it was limited. The findings are likely to inform the academicians who teach English majors at higher education institutions as well as learning management system designers by providing them with various insights.
Keywords : Asenkron Öğrenme, Koronavirüs hastalığı, İngiliz Dili ve Edebiyatı Öğrencileri, Öğrenme Yönetim Sistemi, Kaydedilmiş video dersleri, Türk öğrenciler

ORIGINAL ARTICLE URL