Examination of pre-service Turkish language teachers' online learning readiness levels

The aim of this research is to examine the online learning readiness levels of Pre-service Turkish language teachers. It was also examined whether various variables caused a significant difference in the readiness levels of pre-service teachers. Survey was used as the research design. 207 pre-service Turkish teachers studying at seven state universities in Turkey participated in the research. Data were collected using the "Online Learning Readiness Scale". According to the results of the reliability analysis; The cronbach alpha value of the computer/internet self-efficacy dimension was 0.816, the cornbach alpha value of the self-directed learning dimension was 0.800, the cronbach alpha value of the learner control dimension was 0.703, the cronbach alpha value of the learning motivation was 0.831, and the cronbach alpha value of the online communication self-efficacy scale was 0.804. The data obtained from the research were examined by means of descriptive statistics techniques such as mean, standard deviation, frequency and percentages and inferential statistics techniques. Independent Sample t-test, One Way Anova and Pearson Correlation tests were used to compare the online learning readiness scale according to demographic characteristics. The findings revealed that Pre-service Turkish teachers had an above-average online learning readiness level. In addition, the highest readiness level was found in the "Computer/Internet Self-Efficacy", while the lowest level of readiness was in the dimension of "Online Communication Self-Efficacy". The results of the inferential statistical analysis showed that there were statistically significant differences between some demographic characteristics and sub-dimensions of the scale. A statistically significant difference was found between age and only self-directed learning sub-dimension. Statistically significant differences were found between the university where the participants studied and the sub-dimensions of learner control, motivation and online communication self-efficacy. Statistically significant differences were found between the previous experience of taking courses with distance education and the sub-dimensions of learner control, self-directed learning, motivation and online communication self-efficacy. Statistically significant differences were found between the presence of a personal computer at home and the sub-dimensions of learner control, computer/internet self-efficacy, motivation and online communication self-efficacy. Statistically significant differences were found between the availability of unlimited internet at home and the sub-dimensions of learner control, computer/internet self-efficacy and online communication self-efficacy. Finally, it was concluded that gender was not a significant predictor.