Yüksel H Gülru
Department of Foreign Languages Education, Faculty of Education, Yıldız Technical University, İstanbul, 34180 Turkey.
Educ Inf Technol (Dordr). 2022;27(1):347-363. doi: 10.1007/s10639-021-10678-x. Epub 2021 Aug 13.
Many countries responded to the Covid-19 pandemic by transforming all face-to-face (F2F) courses to emergency remote teaching with a sudden decision. This rapid shift was unexpected and staggering for the university students. The purpose of the present study is to explore how students studying in English Medium Instructed (EMI) programs cognitively appraised the transformation from F2F to online learning, and to examine if there is any relation between perceived self-efficacy in academic second language (L2) use, quality of interaction, and course satisfaction. Using an online survey, data was collected from a total of 306 graduate and undergraduate students studying in different universities in Turkey. The study found that the majority of the students appraised the transformation as a threat. The students' cognitive appraisals and perceived level of interactional quality, and satisfaction negatively correlated. There was a strong positive correlation between the perceived level of interactional quality and satisfaction. Observed gender, major and year level differences are also reported. The findings have significant implications for decision makers and instructors. Universities are likely to continue remote teaching for a while, thus institutions need to capture how students are affected by the remote learning experience to envisage short and long-term scenarios, and to optimize the quality of their services accordingly.
许多国家应对新冠疫情的方式是突然决定将所有面对面课程转变为应急远程教学。这种迅速转变对大学生来说既出乎意料又令人震惊。本研究的目的是探讨在英语授课（EMI）项目中学习的学生如何从认知上评估从面对面学习到在线学习的转变，并检验在学术第二语言（L2）使用中的自我效能感、互动质量和课程满意度之间是否存在任何关联。通过在线调查，从土耳其不同大学的306名研究生和本科生中收集了数据。研究发现，大多数学生将这种转变视为一种威胁。学生的认知评估与感知到的互动质量水平和满意度呈负相关。互动质量水平与满意度之间存在很强的正相关。还报告了观察到的性别、专业和年级差异。这些发现对决策者和教师具有重要意义。大学可能会在一段时间内继续远程教学，因此各机构需要了解学生如何受到远程学习经历的影响，以设想短期和长期的情况，并相应地优化其服务质量。
