The Experiences of Preparatory School Students With Online Language Classes and Tools

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Author(s): Semahat Aysu (Tekirdağ Namık Kemal University, Turkey), Pınar Çankaya (Tekirdağ Namık Kemal University, Turkey)and Güray Karaduman (Tekirdag Namik Kemal University, Turkey)
Copyright: 2022
Pages: 17
Source title: EdTech Economy and the Transformation of Education
Source Author(s)/Editor(s): Sara Fazzin (Xenophon College London, UK)
DOI: 10.4018/978-1-7998-8904-5.ch011

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

As language learning is based on communication and interaction, this study will mainly focus on how synchronous and asynchronous online language learning processes affect language learners, what students think about online language classes and tools, and what they suggest in order to improve the language teaching. Therefore, in an attempt to reveal the way online language learning process has affected the learners, the researchers designed a qualitative study in which the following three domains are highlighted: 1) self-reported effects of synchronous online language learning on students' interactional ability, 2) the attitudes of the participants toward synchronous and asynchronous online language learning and tools, 3) the challenges the participants have faced. By doing so, the researchers aimed to reach a better understanding of learners' reactions to online language instruction in order to make suggestions for improving online language teaching practices through practical and suitable teaching tools and further enhance the lifelong learning process.

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The Experiences of Preparatory School Students With Online Language Classes and Tools

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