Research Article
BibTex RIS Cite
Year 2023, Volume: 12 Issue: 1, 95 - 120, 12.07.2023

Abstract

References

  • Abdulrahim, H., & Mabrouk, F. (2020). COVID-19 and the digital transformation of Saudihigher education. Asian Journal of Distance Education, 15, 291–306. http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/468 AFAD. (2023). Disaster and Emergency Management Presidency. https://deprem.afad.gov.tr/tarihteBuAy?id=79
  • Agormedah, E. K., Adu Henaku, E., Ayi̇Te, D. M. K., & Apori̇ Ansah, E. (2020). Online learning in higher education during Covid-19 Pandemic: A case of Ghana. Journal of Educational Technology and Online Learning. https://doi.org/10.31681/jetol.726441
  • Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., Al-Rawashdeh, B., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. Electronic Journal of E-Learning, 19(3), 107–117. https://doi.org/10.34190/ejel.19.3.2168
  • Anabo, I. F., Elexpuru-Albizuri, I., & Villardón-Gallego, L. (2019). Revisiting the Belmont Report’s ethical principles in internet-mediated research: Perspectives from disciplinary associations in the social sciences. Ethics and Information Technology, 21(2), 137–149. https://doi.org/10.1007/s10676-018-9495-z
  • Bandura, A. (1997a). Exercise of personal and collective efficacy in changing societies. In Self-Efficacy in Changing Societies, A. Bandura (Ed.), Cambridge University Press, London.
  • Bandura, A. (1997b). Self-efficacy: The exercises of control. W. H. Freeman / Times Books / Henry Holt & Co., New York.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona virus pandemic. https://doi.org/10.5281/ZENODO.3778083 Cho, M.-H., & Cho, Y. (2017). Self-regulation in three types of online interaction: A scale development. Distance Education, 38(1), 70–83. https://doi.org/10.1080/01587919.2017.1299563
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Taylor & Francis Group. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge. Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. El-Sakran, A., Salman, R., & Alzaatreh, A. (2022). Impacts of emergency remote teaching on college students amid Covid-19 in the UAE. International Journal of Environmental Research and Public Health, 19(5), 2979. https://doi.org/10.3390/ijerph19052979
  • Elshareif, E., & Mohamed, E. A. (2021). The effects of e-learning on students’ motivation to learn in higher education. Online Learning, 25(3). https://doi.org/10.24059/olj.v25i3.2336 Faize, F., & Nawaz, M. (2020). Evaluation and improvement of students’ satisfaction in online learning during COVID-19. Open Praxis, 12, 495–507. http://dx.doi.org/10.5944/openpraxis.12.4.1153
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Fowler, K. S. (2018). The motivation to learn online questionnaire. https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf
  • Gardner, R. (2010). Motivation and second language acquisition. New York: Peter Lang.
  • Gerrish, K., & Lacey, A. (2010). The research process in nursing. John Wiley & Sons, Incorporated
  • Hass, D., Hass, A., & Joseph, M. (2023). Emergency online learning & the digital divide: An exploratory study of the effects of Covid-19 on minority students. Marketing Education Review, 33(1), 22–37. https://doi.org/10.1080/10528008.2022.2136498
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Krippendorff, K. (2019). The logic of content analysis designs. SAGE Publications, Inc., https://doi.org/10.4135/9781071878781
  • Ryan, R., and Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Simmering, M. J., Posey, C., & Piccoli, G. (2009). Computer self-efficacy and motivation to learn in a self-directed online course. Decision Sciences Journal of Innovative Education, 7(1), 99-121. https://www.learntechlib.org/p/157700/
  • Xie, Y. R., Sheng, C. X., Yang, X. T., & Wu, W. Y. (2016). The study on self-efficacy promotion effect with the application of e-learning space. Educational Technology Research [Chinese], 1, 34–40.
  • Yetkin, R., & Ekin, S. (2018). Motivational orientations of secondary school EFL learners toward language learning. Eurasian Journal of Applied Linguistics, 4(2), 375–388. https://doi.org/10.32601/ejal.464202

A Rapid Switch from Conventional Classroom Teaching to ERT: A study on university-level EFL students’ self-efficacy and motivational levels in Turkiye amidst devastating earthquakes

Year 2023, Volume: 12 Issue: 1, 95 - 120, 12.07.2023

Abstract

When the devastating earthquakes took place in the cities of Kahramanmaras and Hatay on February 6, 2023, life in almost 11 cities in Turkiye came to a total halt. As a result, instruction in higher education and K-12 institutions was temporarily suspended. Eventually, the higher educational council (YÖK) decided to proceed with the learning through the means of Emergency Remote Teaching (ERT) while K-12 schools continued with their instruction via face-to-face education. The motive behind transforming learning to the online realm by YÖK was to use the university facilities and dormitories to accommodate the surviving victims of the catastrophes. Although the tragic event affected almost everyone throughout the country, this experiment found it worth investigating the extent of the educational impact this sudden shift to ERT had on university-level EFL learners’ self-efficacy and motivation. Thus, a mixed-methods experiment was conducted on 69 EFL learners of a small-sized university in the Mediterranean region of Turkiye with the Motivation to Learn Online Questionnaire (MLOQ) and an open-ended question set to identify emerging themes. The survey and the thematic analysis assessed the influence the rapid shift of instruction had on the learning attributes of the students in the aspects of self-efficacy, motivation, learning beliefs, and physiological and mental states. The results indicated that while motivation was not significantly impacted by the scheme to ERT, self-perceptions, learning perspectives, and the mental conditions of the participants were detrimentally influenced by the speedy transformation.

References

  • Abdulrahim, H., & Mabrouk, F. (2020). COVID-19 and the digital transformation of Saudihigher education. Asian Journal of Distance Education, 15, 291–306. http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/468 AFAD. (2023). Disaster and Emergency Management Presidency. https://deprem.afad.gov.tr/tarihteBuAy?id=79
  • Agormedah, E. K., Adu Henaku, E., Ayi̇Te, D. M. K., & Apori̇ Ansah, E. (2020). Online learning in higher education during Covid-19 Pandemic: A case of Ghana. Journal of Educational Technology and Online Learning. https://doi.org/10.31681/jetol.726441
  • Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., Al-Rawashdeh, B., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. Electronic Journal of E-Learning, 19(3), 107–117. https://doi.org/10.34190/ejel.19.3.2168
  • Anabo, I. F., Elexpuru-Albizuri, I., & Villardón-Gallego, L. (2019). Revisiting the Belmont Report’s ethical principles in internet-mediated research: Perspectives from disciplinary associations in the social sciences. Ethics and Information Technology, 21(2), 137–149. https://doi.org/10.1007/s10676-018-9495-z
  • Bandura, A. (1997a). Exercise of personal and collective efficacy in changing societies. In Self-Efficacy in Changing Societies, A. Bandura (Ed.), Cambridge University Press, London.
  • Bandura, A. (1997b). Self-efficacy: The exercises of control. W. H. Freeman / Times Books / Henry Holt & Co., New York.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona virus pandemic. https://doi.org/10.5281/ZENODO.3778083 Cho, M.-H., & Cho, Y. (2017). Self-regulation in three types of online interaction: A scale development. Distance Education, 38(1), 70–83. https://doi.org/10.1080/01587919.2017.1299563
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Taylor & Francis Group. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge. Cambridge University Press.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. El-Sakran, A., Salman, R., & Alzaatreh, A. (2022). Impacts of emergency remote teaching on college students amid Covid-19 in the UAE. International Journal of Environmental Research and Public Health, 19(5), 2979. https://doi.org/10.3390/ijerph19052979
  • Elshareif, E., & Mohamed, E. A. (2021). The effects of e-learning on students’ motivation to learn in higher education. Online Learning, 25(3). https://doi.org/10.24059/olj.v25i3.2336 Faize, F., & Nawaz, M. (2020). Evaluation and improvement of students’ satisfaction in online learning during COVID-19. Open Praxis, 12, 495–507. http://dx.doi.org/10.5944/openpraxis.12.4.1153
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Fowler, K. S. (2018). The motivation to learn online questionnaire. https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf
  • Gardner, R. (2010). Motivation and second language acquisition. New York: Peter Lang.
  • Gerrish, K., & Lacey, A. (2010). The research process in nursing. John Wiley & Sons, Incorporated
  • Hass, D., Hass, A., & Joseph, M. (2023). Emergency online learning & the digital divide: An exploratory study of the effects of Covid-19 on minority students. Marketing Education Review, 33(1), 22–37. https://doi.org/10.1080/10528008.2022.2136498
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Krippendorff, K. (2019). The logic of content analysis designs. SAGE Publications, Inc., https://doi.org/10.4135/9781071878781
  • Ryan, R., and Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Simmering, M. J., Posey, C., & Piccoli, G. (2009). Computer self-efficacy and motivation to learn in a self-directed online course. Decision Sciences Journal of Innovative Education, 7(1), 99-121. https://www.learntechlib.org/p/157700/
  • Xie, Y. R., Sheng, C. X., Yang, X. T., & Wu, W. Y. (2016). The study on self-efficacy promotion effect with the application of e-learning space. Educational Technology Research [Chinese], 1, 34–40.
  • Yetkin, R., & Ekin, S. (2018). Motivational orientations of secondary school EFL learners toward language learning. Eurasian Journal of Applied Linguistics, 4(2), 375–388. https://doi.org/10.32601/ejal.464202
There are 21 citations in total.

Details

Primary Language English
Subjects Language Studies, Other Fields of Education
Journal Section ELT Research Journal
Authors

Deniz Alkan Aydin 0000-0002-1913-6640

Publication Date July 12, 2023
Submission Date May 27, 2023
Published in Issue Year 2023 Volume: 12 Issue: 1

Cite

APA Aydin, D. A. (2023). A Rapid Switch from Conventional Classroom Teaching to ERT: A study on university-level EFL students’ self-efficacy and motivational levels in Turkiye amidst devastating earthquakes. ELT Research Journal, 12(1), 95-120.