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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Learners Attitudes Towards Online Language Learning and Achievement
Emrah CİNKARA
Gaziantep University

Assist. Dr. Birsen BAĞÇECİ
Gaziantep University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Learners Attitudes Towards Online Language Learning and Achievement
Emrah CİNKARA
Gaziantep University

Assist. Dr. Birsen BAĞÇECİ
Gaziantep University
Abstract : Online teaching has long been a key area of interest recently in every field of education as well as English language teaching. Numerous hardware tools (such as; mp3 players, mobile devices, and so on), and software applications (such as; podcasts, wikis, learning management systems, and so on) have been used in distance and online instruction and they have proved to be useful in facilitating learning individually (Finger, Sun, & Jamieson-Proctor, 2010). Learning management systems (LMS) provide a virtual environment and various tools to support learning. The current institution where the researchers work deliver an online English course for a specific group of learners at a state university in south-eastern Turkey by using Moodle (Modular Object Oriented Distance Learning Environment). Moodle is an open code LMS which provides teachers and course developers with numerous online tools to enhance distance learning/teaching environment. The course has both a synchronous and asynchronous instruction. Synchronous and asynchronous instructions are associated with the delivery of content in campus-based environments; however, their role diff ers in off the campus environments as they solve the problems of distance learners. Universities, colleges, and other education institutions are integrating online learning into every aspect of higher education. Many teachers and faculty members at higher education institutions who run face-to face courses already have a website to post lecture notes or slide presentations as well as other course material. There is no doubt that these are eff ective strategies to expand teaching eff orts. Still, there are other educators who design and teach totally online classes. The main purpose of this paper is to evaluate learners’ attitudes towards the online language course, and there are two objectives of this research. The first one is to discover learners’ attitudes towards the online English course; and the second purpose is to evaluate and correlate learners’ attitudes with their achievement determined with their end-ofthe- year grades. For the unique purpose of this study, an Online Language Learning Attitude Test (OLLAT) has been constructed and distributed to about 7000 learners who were invited to complete this task online. 3516 of these learners completed the OLLAT voluntarily and were included in this study and the data from this survey will be closely analyzed and presented the with respect to learner achievement from the course.
Keywords : asynchronous language instruction, learner attitudes
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