INVESTIGATING TERTIARY LEVEL EFL LEARNERS’ SELF - REGULATION AND THEIR ATTITUDES TOWARD DISTANCE LEARNING DURING COVID-19 PANDEMIC

Abstract

This study aimed to investigate the tertiary level of EFL learners’ self-regulation level and attitude toward distance learning during the Covid-19 Pandemic. Quantitative method was adopted. The Self-Regulation Foreign Language Learning Scale (SRFLLS) developed by Senem Zaimoğlu and Şehnaz Şahinkarakaş (2019) was used to measure the self-regulation level of EFL students. In addition, the Attitude Scale Towards Distance Learning (ASTDL) developed by Birol Çelik and Hüseyin Uzunboylu (2020) was used to assess students' attitudes toward distance learning. The study examined whether there are significant differences in students' SRFLL competencies and ASTDL attitudes based on their demographic information, such as gender, school department, and English proficiency. The correlation between the two questionnaires and the relationship within the subscales of the questionnaires were examined for this study. The study included a sample of 120 preparatory EFL students. It was conducted in the 2020-2021 academic year. The findings showed that there is a significant relationship between the SEFLL and ASTDL scales. Curiosity and goal setting were shown to have the most significant mean values in SRFLLS, whereas emotional cost had the lowest mean value. Usefulness and distance learning preference subscales on the ASTDL scale exhibited higher mean values than FTF preference and lack of social presence subscales. Significant correlations were found between the SRFLLS subscales and EFL learners’ demographic information. EFL learners with a B1 English proficiency level and female learners were shown to have more vital self-regulation abilities. Gender, department, and English proficiency levels did not significantly correlate when the ASTDL subscales were assessed based on the students' demographic information.