İngilizcenin öğretiminde öğrenen özerkliği, motivasyon ve akademik başarı açısından asenkron uzaktan öğrenme ve harmanlanmış öğrenme

The main goal of this study is to compare asynchronous distance learning (ADL) and blended learning (BL) in terms of learner autonomy, motivation and academic success. In the current study, ADL refers to English learning process which is independent of time and place and BL refers to English learning process which combines ADL and face-to-face instruction. This study also aims to clarify whether there is a relationship between ADL and BL students' academic success, and their autonomy or motivation, and also between their autonomy and motivation. The current study also aims to reveal students' perceptions about asynchronous distance learning and blended learning processes. The participants of the current study are 145 students studying in Agricultural and Civil Engineering and Veterinary Faculties at Dicle University. The participants were divided into two groups: Experimental group and control group. The control group including 114 students were taught English only via asynchronous distance learning and 31-student experimental group were included in face-to-face instruction in addition to ADL. The results showed that BL students had higher results than ADL students in terms of learner autonomy, motivation and academic success levels. A significant and positive relationship was found between BL students' academic success and motivation, and their motivation and autonomy and also between ADL students' motivation and autonomy. On the other hand, there was not a significant relationship between BL students' autonomy and academic success and between ADL students' academic success and their autonomy or motivation. In terms of students' perceptions about their learning processes, it was found that ADL students were not pleased to be taught English at a distance; but BL students were pleased to experience face-to-face instruction together with ADL process