Determining learners? technology adoption by attitudes, self-efficacy and usage frequency of various environments in online supported foreign language learning

The main purpose of the study is to determine the correlation between the frequency of using online learning environments and students? attitudes and self efficacy towards online learning. Participants of the study consisted of 300 learners attending Anadolu University Open Education Faculty English Language Teaching Bachelor of Arts Program (OEF ELT BA). Research data were gathered from January 12th through June 15th, 2009 via an online survey.In this study, the ?Web Based Instruction Attitude Scale? and the ?Online Technologies Self Efficacy Scale? were utilized. These instruments are both valid and reliable. Besides, the questionnaire included demographic questions aiming to determine frequency of using online learning environments.Results revealed that learners? attitude levels towards online learning were low. Despite of this situation, as learners used online learning environments more frequently, their resistance level against online learning decreased and it was easier to adopt online learning. Also, learners? self efficacies towards online learning were high and the highest sub-dimension of this scale was Asynchronous Interaction I.Results also revealed that there was no correlation between learners? self efficacy and attitudes towards online learning environment. However, when the sub-dimensions of these two variables were taken into consideration, it was observed that when learners? attitude levels increased, their resistance against online learning decreased. Learners? self efficacy levels towards online learning increased, too. Therefore, it was concluded that sub dimensions of attitude scale and learners? self efficacy levels could change upon usage frequency of various online learning environments.There was a relationship between learners? frequency of using course info, discussion, announcements, resources, email, glossary, links, help and their attitudes towards online learning technology. The findings also indicated associations between learners? frequency of using course info, discussion, self-tests, announcements, resources, email, links and their self efficacy towards online learning technology. Furthermore, learners? Internet access at home and their self-efficacy and attitudes towards online learning technology were significantly related. Also, as learners? accessed Internet at work more frequently, their self-efficacy levels increased. On the other side, no significant association was observed between other demographic characteristics (i.e., gender, experience, employment, Internet access from Internet cafe and learners? self efficacy) and attitudes towards online learning technologies.