Türkiye'deki bir vakıf üniversitesindeki hazırlık öğrencilerinin ve öğretim görevlilerinin yüz yüze ve çevrim içi eğitimde dilbilgisi öğrenimi ve öğretimine ilişkin algıları

This descriptive case study aims to reveal the perceptions of low- and high-level students and their teachers towards grammar learning in online and face-to-face education. For data collected both quantitatively and qualitatively, 158 students studying at the preparatory school of a foundation university in Ankara and 14 instructors working there were selected according to the appropriate sampling method. In order to ensure the content validity, after the expert opinion was obtained and the necessary validity and reliability calculations were conducted, a 30-item Likert-type questionnaire prepared by the researcher was applied to the lecturers and students. The questionnaire consisted of some questions about demographic information, 4 items about the role of grammar, 6 items about grammar teaching techniques in face-to-face education and 7 items about grammar activities, 6 items about grammar teaching techniques in online education and 7 items about grammar activities in online education. The quantitative data obtained were analyzed using IBM SPSS 20. In the qualitative part, interviews were conducted with 18 students from the highest and lowest level classes selected according to the criterion sampling method, which is a purposeful sampling type, and with 9 instructors who were their teachers. Semi-structured questions were divided into 2 parts. In the first part, the demographic information of the participants was targetted. However, in the second part, besides the sub-questions, there were 8 questions about the role of grammar, teaching techniques and grammar activities used in online and face-to-face education, the benefits and difficulties of online education, and the participants' suggestions. By finding the codes, the content analysis of the qualitative data was made. According to the most important findings of the study, in teaching grammar in online education, most of the instructors and students preferred the clear and direct explanation of the grammar rules and functions. It was emphasized that the grammar activities in the lessons were limited to mechanical activities, and communicative activities were applied less. In addition, it was underlined that while learning grammar online, in-class interaction was insufficient and paired or group work was less possible, compared to face-to-face education.