Facilitating english language instruction in higher education during the shift to distance education: A grounded theory study

This research aims to explore the key concepts and generalizations that illuminate the English learning-teaching process carried out at the School of Foreign Languages during the transition from face-to-face instruction to distance education. In service of this aim, the study employed a systematic grounded theory approach, a qualitative research methodology. This study involved a diverse group of participants including students, instructors, vice-rector in charge of distance education, distance education center administrators and foreign languages school administrators who have experienced the distance learning-teaching process at a state university in Kahramanmaraş during the 2022-2023 academic year. The participants were chosen by maximum variation sampling and theoretical sampling, two purposive sampling methods. The study deployed a range of data collection tools, involving the "Personal Information Form", "Semi-structured Interview Forms", "Documents Related to the Foreign Language Learning-Teaching Process" and "Video Recordings of Distance Foreign Language Lessons". The data analysis process encompassed a systematic design that incorporated open, axial and selective coding supported by the practice of memo writing and the use of diagrams. In this vein, the broad categories emerging through open coding were identified as active stakeholders, institutional factors, motivation, systemic factors, temporal factors, components of curriculum, instructional method, communicative factors and variables specific to foreign language instruction. Besides, an axial coding paradigm was constructed with six distinct categories: causal conditions, core phenomenon, contextual conditions, intervening conditions, strategies and consequences. Thus, the theoretical model developed in this study proves that when causal conditions (lack of physical facilities, English language course's lack of precedence, senate decision and efforts to reduce instructors' workload) occur and these conditions influence the core phenomenon (foreign language at a distance), the contextual (active language stakeholders, timing, duration, momentum, motivation, communication barriers, foreign language teaching variables, objectives-content-evaluation) and intervening conditions (corporate policies, corporate culture, institutional support, technical problems, user-related situations, program software service, type of instruction) affect strategies (process management, different communication channels, support mechanisms, learning experiences, staff reinforcement to develop digital content) deployed in identifying certain outcomes (coping with the English learning-teaching process, the paradox between the English instruction process and technology, hope for eliminating ambiguity, lagging behind technology, demand for face-to-face education, the revision of distance English teaching processes, influence on social life). In the final stage of the data analysis process, selective coding was employed to integrate and establish connections among the previously identified categories. Through this integration, the central theme emerged as 'Foreign Language at a Distance.' Besides, a visual model was displayed to provide a concise overview of the distance English learning-teaching process and theoretical propositions were also formulated to explain the relationships between the core phenomenon and the other categories. Following a comprehensive discussion of the findings in line with the relevant literature, recommendations were provided for practitioners, researches, policy makers and administrators.