Examining the relationship between EFL learners' autonomy and motivation in distance education

Due to the coronavirus, which has been affecting the whole country since March 2020, distance education has been initiated in all primary, secondary and high schools. Considering this process in our country, this study aimed to examine the relationship between student autonomy and motivation in English lesson in distance education. In addition, the study determined to what extent gender affected student autonomy and motivation. The study was carried out in Altınşehir Anatolian High School in Adıyaman, Turkey. The data were collected from 9th and 10th-grade students in this High School in Adıyaman. 127 of the students who participated in the study were female and 63 were male. In the study, which was carried out as a quantitative study, the data were collected through a questionnaire which included demographic and general variables that can be accounted for by age, gender, and distance education experience, and 32 items related to learner motivation and autonomy. The data obtained from the questionnaire were analysed using descriptive, Independent Sample T-test, and correlation analysis. The results of the study revealed that the learners' levels of autonomy and motivation in English lessons in distance education were above average level. In addition, it was found that gender had an effect in favour of girls on motivation and autonomy in distance education. Lastly, the results of the correlation analysis showed that there was a positive, significant, and moderate relationship between students' autonomy and motivation. This finding was interpreted as the more autonomous the students were in English lessons in distance education, the more motivated they were, and vice versa.