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Abstract
The present study explored pre-service Turkish language teachers’ online learning readiness. We also sought whether their demographic characteristics led to significant differences in readiness levels. We conducted the study employing a survey design with 207 pre-service Turkish language teachers enrolled at seven state universities in Turkey. The data were collected using the “Online Learning Readiness Scale (OLRS).” The findings revealed that the participants had an above-average online learning readiness. While scoring the highest on the “Computer/Internet Self-efficacy” subscale, the participants had the lowest mean score on the “Online Communication Self-efficacy” subscale. The results of the inferential statistics suggested that the participants significantly differed in their subscale scores by some of their demographic characteristics. While we found a significant difference between age and only self-directed learning, it was the case between university enrolled and learner control, motivation for learning, and online communication self-efficacy. Moreover, we reached significant differences between previous experience with online classes and learner control, self-directed learning, motivation for learning, and online communication self-efficacy. The participants also significantly differed in learner control, computer/internet self-efficacy, motivation for learning, and online communication self-efficacy by owning a personal computer. In addition, there were significant differences between the participants in learner control, computer/internet self-efficacy, and online communication self-efficacy by the availability of unlimited internet service. However, the participants did not differ significantly by their gender.
Keywords
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