Research Paper A Mixed Methods Case Study into Fully Asynchronous Online English Language Teaching and Learning: Through the Lens of an English Instructor and University Preparatory School Students
JOURNAL OF LEARNING AND TEACHING IN DIGITAL AGE, cilt.11, sa.2, ss.1-12, 2026 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 11 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.53850/joltida.1782071
- Dergi Adı: JOURNAL OF LEARNING AND TEACHING IN DIGITAL AGE
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.1-12
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Hatay Mustafa Kemal Üniversitesi Adresli: Evet
Özet
This mixed-methods case study examines an English instructor's and university preparatory school Turkish EFL students' (N = 12) perceptions of their lived fully asynchronous online English language teaching and learning experiences. The quantitative data was gathered from an online language learning questionnaire, and the qualitative one was collected from the open-ended questions in the questionnaire, a semi-structured interview conducted with the student participants and a qualitative survey responded to by the English instructor. The findings demonstrated compatibility between the students and instructor's views on the ineffectiveness of the fully asynchronous online English language teaching and learning as both parties stated it did not promote students' English language learning due to the absence of the interaction amongst the students and English instructors. The findings also indicated the necessity of stimulating student participation in online lessons to generate and strengthen online English language learners' motivation and sustaining their interests in online lessons.