The impact of distance English education on academic success,anxiety about foreign language and gain score of students

Emerging technology has enabled people to communicate with people around the world through special programs. In the distance education system, learners carry out their education activities simultaneously or asynchronously by meeting specialist in their field thanks to the virtual classes created on the internet. In this thesis study, a comparison was made in terms of academic achievement and anxiety level of the English course among the students of distance learning and formal education child development department who were trained in the associate degree program at Bitlis Eren University. The research was carried out according to the Pre-Posttest Control Group Model of the experimental research designs.A control group and a test group were selected from the study group students.The choice of experiment and control groups was made according to the clustering analysis.The study group in which the study was conducted consists of 154 students.However, 18 students who are missing the required information for clustering analysis are excluded.Clustering analysis was performed for the remaining 136 students. Within the scope of the research, 2 different measurement tools were used.Firstly, an achievement test developed by the researcher has been prepared in order to determine the academic achievement of the English course of the students.This test was applied to the students who have taken this course before and the test has been observed in terms of item statistics. Besides, The foreign language anxiety scale developed by Horwitz, Horwitz and Cope (1986) was used.This scale, consisting of 33 items in five-point likert type, was developed to measure the level of anxiety of foreign language learners in the classroom. As a result of the research, the mean scores of the test group were higher than the control group, the control group was distributed more heterogeneously in terms of pretest scores, and the average score of the control group was higher than the control group when the posttest scores were examined in the various analyzes of student scores that constitute the experimental and control group.According to the standard deviation, which is a measure of the average variation of the scores, the experimental and control groups deviate from each other at an approximate rate.When the pre-test results of the experimental and control groups were compared, a significant difference was found in favor of the pretest scores of the experimental group.When the posttest results of the experimental and control groups were compared, no significant difference was found between the groups.A significant difference was found in favor of the control group when the access results of the experimental and control groups were compared.When the relationship between posttest scores of the experimental and control groups and the foreign language course anxiety is examined,it has been determined a low level and no significant relationship between foreign language lesson anxiety and posttest achievement averages of experimental and control groups.