EFL Students’ Online Course Satisfaction and Attitudes Towards E-Learning in Post-Pandemic Hybrid Education

Yıl 2022, Cilt: 30 Sayı: 4, 717 - 727, 28.10.2022

Didem Erdel

https://doi.org/10.24106/kefdergi.1194042

Öz

Purpose: This study seeks to identify the EFL students’ satisfaction with the online courses they took within the scope of hybrid education in the post-pandemic period and their attitudes towards e-learning, and to determine whether there is a relationship between these two variables.
Design/Methodology/Approach: Students studying in Iğdır University English Language and Literature Undergraduate Program in the spring semester of the 2021-2022 academic year constitute the population of this research. Since there are online courses at all levels, including the preparatory program in the department, all of the department students were included in the research and in order to collect the research data, the Online Course Satisfaction Scale and the Attitudes towards E-learning Scale were administered at four levels (Preparation, 1st, 2nd, and 3. Grades) of the program. The data obtained were transferred to the SPSS program and descriptive and inferential analyzes were carried out.
Findings: The research findings indicated that the students were moderately satisfied with their experiences in online courses and they had mildly positive attitudes towards e-learning. The students’ satisfaction was not affected by their gender, nor their perceived L2 proficiency, but by the year of study, juniors and preparatory year students having the highest satisfaction means. As regards the learner attitudes, male students had significantly more positive attitudes towards e-learning than females and the sophomores and juniors reported more positive attitudes than students at other levels. A statistically significant relationship between online course satisfaction and attitudes towards e-learning was identified as a result of the analyses.
Highlights: The moderate satisfaction and attitude levels found as a result of the study suggest that the challenges the students encountered during the emergency remote teaching might be continuing in hybrid education practices. The implementation of more solid, realistic and systematic program evaluation is suggested in order to mitigate the factors adversely affecting EFL students’ satisfaction and attitudes towards e-learning.

Anahtar Kelimeler

EFL, Learner satisfaction, Learner attitudes, E-learning

Kaynakça

• Akbulut, Y. (2008). Exploration of the attitudes of freshman foreign language students toward using computers at a Turkish State University. Online Submission, 7(1).
• Al-Sofi, B. B. M. A. (2021). Student satisfaction with e-learning using blackboard LMS during the Covid-19 circumstances: Realities, expectations, and future prospects. Pegem Journal of Education and Instruction, 11(4), 265-281. https://doi.org/10.47750/pegegog.11.04.26
• Al Shlowiy, A., Al‐Hoorie, A. H., & Alharbi, M. (2021). Discrepancy between language learners and teachers concerns about emergency remote teaching. Journal of Computer Assisted Learning, 37(6), 1528-1538. https://doi.org/10.1111/jcal.12543
• Alabbad, A. M., & Bin Huwamel, H. S. (2020). The effect of using padlet as a vocabulary knowledge enhancement application on Saudi EFL female learners, and their attitudes toward its value in learning. Arab World English Journal (AWEJ) Special Issue on CALL, (6). https://dx.doi.org/10.24093/awej/call6.24