Özet:

The study aimed to determine higher education students' readiness and metaphorical perceptions of emergency remote teaching (ERT) after the crisis. Multiple research methods were used for this purpose. In this context, the survey model was used to determine students' readiness for ERT, and the phenomenological design was used to determine students' metaphorical perceptions. The study sample consisted of 411 students studying in the English Language and Literature department at a state university. In data collection, a scale was used to reveal students' readiness for ERT and the form "Emergency Remote Teaching is like .......... because........" was used to shed light on their metaphorical perceptions of it. While descriptive and predictive analysis methods were used to analyse quantitative data, metaphorical analysis was used to analyse qualitative data. As a result of the study, a significant difference was found in terms of students' readiness according to the grade level, the device used, and the perception of computer and technology usage skill competence, while no significant difference was found between the groups in terms of gender and distance education experience. It was also observed that the students' readiness score for ERT (X=3.27) was above the average. As for the qualitative data analysis results, most participants had negative perceptions of ERT, but some positive metaphors with favourable connotations regarding it emerged. To illustrate, in the study on metaphorical perception, it was seen that not only negative perceptions, such as challenging, inadequate, ineffective, unsystematic, and limited, but positive perceptions, such as comfortable, effective, supportive, and developing also emerged.

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