Student Motivation in CORONAPOLIS: Effects of Transactional Distance Perceptions on EFL Undergraduate Students' Motivation

The concept of Transactional Distance (TD) experienced in distance education has been recorded as a focal point in many studies examining its effects on various dimensions in different courses. However, there is scarcity of research on TD in relation to learner motivation in language learning. This exploratory case study investigated TD perceptions of EFL (English as a Foreign Language) undergraduates participating in distance education courses held at a Turkish university within the boundaries of CORONAPOLIS, an imaginary city which is under the threat and destructive effects of Covid-19 pandemic. Specifically, this study examined the effects of TD perceptions on the motivation of 87 EFL students. The data were collected through the participants' informal self-reports and open-ended questions. The results of the content analysis showed that the participants had varying perceptions of the dimensions of TD; dialogue, structure and autonomy. The results also showed that they had different motivational experiences in relation to their perceptions. In the light of the results, theoretical and practical training of the faculty and integration of distance education courses in under/graduate programs are suggested.

Journal

GIST-EDUCATION AND LEARNING RESEARCH JOURNAL

Year

2022

Issue

25

Pages

111-138

ISSN

1692-5777

eISSN

2248-8391

DOI

10.26817/16925777.1452

WoS UID

WOS:000961483600006