Examining the relationships among the attitudes towards online learning, beliefs of self efficacy in English and lifelong learning tendencies of English preparatory university students in distance education

In this study it is aimed to examine the relationships between Necmettin Erbakan University English preparatory class students' "attitudes towards online learning, self-efficacy beliefs about English and lifelong learning tendencies" in line with their demographic characteristics (gender and quantitative – verbal department variable). In the academic year 2020-2021, 371 students studying in English preparatory classes at Necmettin Erbakan University, School of Foreign Languages, taking courses through distance education participated in the study. "Demographic Information Form", "The Scale of Attitude Towards Online Learning" developed by Usta, Uysal and Okur (2016), "Self-Efficacy Beliefs Scale in English" developed by Yanar and Bümen (2012), "Lifelong Learning Tendencies Scale" developed by Diker Coşkun (2009) were used to obtain data. A statistical package program was used for the study results in which a correlational survey model was used. According to the findings of the study, the attitudes of university preparatory class students towards online learning were at a moderate level, while their self-efficacy beliefs about English were slightly higher than the medium level and their lifelong learning tendencies were slightly below the medium level. While there was a significant difference in students' attitudes towards online learning according to their gender, there was no significant effect of gender on self-efficacy beliefs about English and lifelong learning tendencies. While it was found that the quantitative -verbal department variable had a significant effect on the English preparatory class students' attitudes towards online learning, it was determined that there was no significant difference on self-efficacy beliefs about English and lifelong learning tendencies. There was no statistically significant difference between students' attitudes towards online learning and their lifelong learning tendencies. However, it was determined that there was a statistically significant positive, low-level relationship between students' English self-efficacy and their attitudes towards online learning. In addition, it was found that there was a negative, low-level significant relationship between students' lifelong learning tendencies and their English self-efficacy. Keywords: Distance education, English self-efficacy beliefs, Attitudes toward online learning, Lifelong learning.