Self-regulation and self-efficacy of Turkish EFL learners in online learning within hybrid education context

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Thesis Type: Postgraduate

Institution Of The Thesis: Yildiz Technical University, Graduate School of Social Sciences, Foreign Languages Educataion, Turkey

Approval Date: 2022

Thesis Language: English

Student: MEHMET YAĞIZ KAPTANOĞLU

Supervisor: Suzan Kavanoz

Open Archive Collection: AVESIS Open Access Collection

Abstract:

As a result of the worldwide COVID-19 pandemic, which affected almost every aspect of the daily lives of individuals, the majority of higher education institutions in Turkey adopted a hybrid education approach in line with the guidelines provided by the Council of Higher Education. In order to illuminate the educational environment, present as of the fall semester of the academic year 2021-2022, this study examines the relationship between online learning self-efficacy and online self-regulation of preparatory class Turkish learners who are learning English as a Foreign Language (EFL) in order to provide a clear picture of the learners' perspective and perceived capabilities regarding the online portion of the hybrid education system. Turkish adaptations of the Online-Learning Self-Efficacy Scale (OLSES) and Online Self-regulated Learning Questionnaire (OSLQ) were utilized in collecting data from the pool of participants, which involved 288 preparatory class Turkish EFL learners. In order to validate and expand the content of the findings of the scales, semi-structured interviews regarding their perceptions related to the hybrid education model and its components were conducted with 13 Turkish EFL learners. The findings reveal that preparatory year Turkish EFL learners perceive themselves to be self-efficacious and self-regulated at a satisfactory level in online learning environments. Furthermore, certain socio-demographic variables were collected and analyzed in order to explore the concepts in depth. It was found that female learners' perceptions of their self-regulation in online environments were more positive than male learners' views. Overall, it was concluded that learners' perceptions regarding hybrid learning and related components unveiled several issues and suggestions. Several implications that advised instructors and policy-makers to work towards developing self-regulatory and self-efficacious behavior in students when online or hybrid learning contexts are concerned were made as well.