İngilizce hazırlık sınıfı öğrencilerinin geleneksel sınıf içi ve çevrim içi öğrenme ortamlarında yabancı dil kaygı düzeylerinin karşılaştırılıp incelenmesi

The present study aimed to investigate and compare foreign language anxiety levels (FLA) of English preparatory school students in two different settings, namely classroom and online lessons. In order to accomplish the objectives, an explanatory mixed-method research design was implemented. In the first part, quantitative data were obtained through two questionnaires and 234 students from six state universities in Turkey composed the sample cohort. The data were analyzed through descriptive and inferential statistics over SPSS software. The findings unveiled that English preparatory school students displayed moderate levels of FLA both in classroom and online lessons. It was revealed that there was a statistically significant difference between the FLA levels in two settings. In accordance with findings, semi-structured interviews were conducted with 10 volunteers to gather further information. The qualitative data from the interviews were resolved according to thematic analysis, and accordingly, four major themes were emerged accordingly interaction, anxiety, problems, and language points. In terms of interaction, students favored classroom setting for the reason that they could communicate directly in face-to-face lessons. It was also revealed that technical problems such as disconnection and voice interruptions caused distress in language learners.