Prospective EFL teachers' self-direction: A comparative study on distance and face-to-face learners

The widespread integration of digital learning and teaching practices into daily lives, driven by the advancements in technology, has greatly reshaped educational methodologies. These advancements in the 21st century have led to an increase in the adaptation of digital implementations especially with the upsurges of global natural disasters and epidemics over the past three years. As a consequence, educators, researchers, and field experts have shifted their focus toward online learning and distance education. This integration of distance education into traditional teaching methods has particularly affected higher education institutions, especially teacher training undergraduate programs in which hands-on and experiential processes are of great importance. Consequently, the shift to distance education has prompted researchers to explore the learners' capacity to navigate this process. Therefore, the central debate revolves around whether learners can effectively direct their learning and develop essential skills in learning settings. Accordingly, numerous studies emphasize the essential role of self-directed learning skills for prospective English as a Foreign Language (PEFLT) teachers, considering the dynamic nature of language teaching which facilitates continuous professional development, keeping educators informed about evolving pedagogical methods, linguistic advancements, and technologies. On that account, this research aimed to examine the self-directed learning skills (SDL) of prospective EFL teachers (PEFLT) in both distance and face-to-face learning settings as well as participants' GPA (Grand Point Average) and gender. Furthermore, the researcher sought to gain a deeper understanding of participants' perspectives regarding the effectiveness of learning settings in the context of English language teacher training. In line with the purpose, this thesis employed an explanatory mixed method design, integrating quantitative data collection (Self-Directed Learning Skills Scale developed by Aşkın Tekkol & Demirel, 2018) and qualitative data collection (online open-ended questionnaire). While a total of 175 participants, selected via convenience sampling, were included for the quantitative part of the study, 17 participants, selected via voluntary sampling, were included for the qualitative data collection processes during the Spring semester of the 2022-2023 academic year. Subsequently, quantitative data were analyzed using one-way ANOVA and independent t-tests whereas qualitative data were subjected to thematic analysis using the MAXQDA software. The findings indicated positive results for SDL skills of PEFLT with the motivation sub-dimension showing the highest level. In addition, participants' SDL skills did not indicate significant difference in terms of gender and GPA, yet it was found that the SDL skills of distance learners showed moderate significant difference compared to F2F counterparts. In this regard, it is believed that the requirements of DE, which necessitate technological skills, encourage participants to acquire proficiency. Conversely, it was found that the majority of the PEFLT had more positive perceptions towards F2F learning settings than DE settings mainly due to the interactive nature. Thus, this research will contribute to the existing literature by providing a basis for the integration of F2F and DE settings and by shedding light on educators, researchers, field experts, and curriculum designers to create and maintain conducive learning settings, especially during times of emergency. Keywords: self-directed learning, EFL, learning settings, distance education, face-toface education.