Özet:

The purpose of this study is to reveal university preparatory class teachers’ attitudes towards distance English language teaching in Turkey. The study has a mixed methods research design combining qualitative and quantitative methods. The participants were 50 instructors from 6 different universities. The general attitudes of participants towards distance English language teaching were investigated via a questionnaire and their more personal attitudes via a semi-structured interview. The results of the study revealed that distance English language teaching is advantageous especially in time management, accessibility, e-facilities, and implementing various productive teaching/learning methods. But, it has serious instructional disadvantages including lack of interaction, participation, motivation, focus, and self-discipline. Difficulties in teaching the four skills, hardness in working on phonology, deterioration of communication skills, difficulties in classroom management, various technical, technological and health problems are some further disadvantages. The results suggest also that distance English language teaching could be made more effective by taking some instructional, technical, technological, and digital precautions, and through training and guidance.

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