Abstract:

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness to online learning. Method: Sequential mixed method design was used in this descriptive study. To collect data, the researcher administered Online Learning Readiness Scale (OLRS) and interview questions. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. Findings: The results revealed that prep school students had moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation whereas they often failed to direct and control their own online learning. Implications for Research and Practice: Bearing these findings in mind, some implications were drawn at the end of the study about the ways of increasing their online learning readiness, particularly their self-regulated learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally can’t be successful at directing and controlling their own online learning.

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