English Language Awareness of Distance and Face-to-Face Learners in Turkish Higher Education

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dc.authoridGenç, Gülten/0000-0002-2472-4041
dc.authorwosidGenç, Gülten/W-3879-2018
dc.contributor.authorKulusakli, Emine
dc.contributor.authorGenc, Gulten
dc.date.accessioned2024-08-04T20:58:39Z
dc.date.available2024-08-04T20:58:39Z
dc.date.issued2024
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe main aim of the current study is to explore the profiles of language awareness of distance and face-to-face EFL learners. The study sheds light on the need to consider the effects of language awareness in distance and face-to-face education as language awareness is essential in foreign language learning in both education types and needs to be improved to make learners know much about how to use English. The main question addressed by the research is whether there are any differences between the language awareness of distance and face-to-face EFL learners regarding course type, gender, and age. The context of the study is T & uuml;rkiye, where English is taught as a foreign language in higher education institutions. The study uses a survey method and includes 157 language learners distance and 225 face-to-face, 382 learners attending a state university in T & uuml;rkiye. The study's results unveiled significant differences between distance and face -to-face language learners regarding language awareness. There was an apparent disparity between distance -learning and face-toface approaches in linguistic awareness and communicative awareness, as the face-to-face learning group scored significantly higher in these dimensions. While distance and face-to-face learners had close scores in the dimensions of cultural awareness and metacognitive awareness, the findings revealed that face-to-face learners scored somewhat higher, which helps to explain how the physical classroom setting may have some influence on learners' cultural sensitivity and metacognitive awareness. The results suggested that distance education learners should improve their consciousness about language and have the necessary instruction to enhance their language awareness.en_US
dc.identifier.doi10.24093/awej/vol15no1.3
dc.identifier.endpage43en_US
dc.identifier.issn2229-9327
dc.identifier.issue1en_US
dc.identifier.startpage30en_US
dc.identifier.urihttps://doi.org/10.24093/awej/vol15no1.3
dc.identifier.urihttps://hdl.handle.net/11616/103060
dc.identifier.volume15en_US
dc.identifier.wosWOS:001240570400002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherArab World English Journalen_US
dc.relation.ispartofArab World English Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDistance educationen_US
dc.subjectface-to-face educationen_US
dc.subjectforeign language learningen_US
dc.subjecthigher educationen_US
dc.subjectlanguage awarenessen_US
dc.subjectlanguage teachingen_US
dc.titleEnglish Language Awareness of Distance and Face-to-Face Learners in Turkish Higher Educationen_US
dc.typeArticleen_US

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