Showed that most of the students liked distance

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showed that most of the students liked distance education course because they followed the lessons at the time and place that suited them. A ltunay’s research which was made with a group of on -campus EFL students revealed that students thought that traditional classroom was more effective than online environments to learn English (Altunay, 2016). Özüdoğru and Hişmanoğlu(2016) conducted research with 478 freshmen students. The study revealed that most of the students preferred face-to face instruction to distance education.
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Studies in English Language Teaching Vol. 7, No. 1, 2019 124 Published by SCHOLINK INC. 3. Method 3.1 Aim of the Study There are some studies carried out with Open Education Faculty EFL students in Turkish education context. However, there are not sufficient number of studies which investigated on-campus EFL students’ views about distance English language learning in Turkey. Investigating on -campus EFL students’ views is important because distance language learni ng is a new experience for them and they are different from open eduction EFL students in terms of learner profile. Therefore, the aim of this study is to investigate on- campus Turkish EFL students’ views regarding learning English through distance education. A secondary aim of the study is to make suggestions for the improvement of English language teaching through distance education. The research questions of the study are: 1. What are students’ views regarding personal suitability of learning English th rough distance education? 2. What are students’ views regarding effectiveness of learning English through distance education? 3. What are students’ views regarding teachability of distance education for English language? 4. What are students’ views regardi ng their study habits for learning English? 3.2 Participants The participants of the study were 62 first year on-campus university students in Mustafa Kemal University, Turkey. Those students took the English language course in one of the 2015-2016, 2016-2017, 2017-2018 academic years or were still taking the course in the fall semester of the 2018-2019 academic year. At the beginning of the 2015-2016 and 2016-2017 academic years, the students received face-to-face orientation training for distance learning. At the beginning of the 2017-2018 and 2018-2019 academic years, the students did not receive any face-to-face training. Instead, PowerPoint presentations and written instructions were posted on the web page to give instructions for how to use the system and how to study. 33 male and 29 female Turkish EFL students participated in the study. The number of students on the basis of the majors are as follows: Antiochia Vocational School (N=27), Faculty of Sciences and Letters (N=18), Faculty of Economics and Administrative Sciences (N=2), Faculty of Agricultural Studies (N=2), School of Social Sciences (N=8), School of Agricultural Sciences (N=2), School of Physical Education and Sports (N=3).
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