Research Article
BibTex RIS Cite
Year 2022, Volume: 5 Issue: 2, 109 - 125, 19.12.2022
https://doi.org/10.35207/later.1129519

Abstract

References

  • Albaqami, S. E., & Alzahrani, D. (2022). Transition to online EFL teaching in Saudi Arabian universities during the COVID-19 outbreak. https://doi.org/10.31235/osf.io/en9dh
  • Alghasab, M. B., Alfadley, A. & Aladwani, A. M. (2020). Factors affecting technology integration in EFL classrooms: The case of Kuwaiti government primary schools. Journal of Education and Learning, 9(4), 10. https://doi.org/10.5539/jel.v9n4p10
  • Alhamami, M. & Costello, H. (2019). Pre-service EFL teachers’ expectations, needs, and challenges in a language learning and technology course. Journal of Language Teaching and Research, 10(3), 593. https://doi.org/10.17507/jltr.1003.23
  • Alkhudair, R. Y. (2020). Mobile assisted language learning in Saudi EFL classrooms: Effectiveness, perception, and attitude. Theory and Practice in Language Studies, 10(12), 1620. https://doi.org/10.17507/tpls.1012.16
  • Alqahtani, A. Y. & Rajkhan, A. A. (2020) E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Educ. Sci., 10, 216. https://doi.org/10.3390/educsci10090216
  • Arslan, A. (2008). Implementing a holistic teaching in modern ELT lasses: Using technology and integrating four skills. Journal of Human Sciences, 5(1), 1-21.
  • Atmojo, A. E., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106. https://doi.org/10.1007/s11423-012-9260-7
  • Aydin, S., & Börekci, R. (2019). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 33(3), 217-239. https://doi.org/10.1080/09588221.2018.1557691
  • Baz, E. H. (2016). Attitudes of Turkish EFL student teachers towards technology use. TOJET: The Turkish Online Journal of Educational Technology. 15(2), 1-10.
  • Birisci, S. & Kul, E. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537
  • Boonmoh, A., Jumpakate, T. & Karpklon, S. (2022). A close look at the use of technology by Thai teachers in secondary EFL classrooms. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(1), 78-107.
  • Çakıcı, D. (2017). The use of ICT in teaching English as a foreign language. Participatory Educational Research, 4, 73-77.
  • Çalışkan, E. & Caner, M. (2022). E-readiness of EFL teachers. Malaysian Online Journal Of Educational Technology, 10(1), 1-15. https://doi.org/10.52380/mojet.2022.10.1.266
  • Caneva, C. (2021). Do pre-service teachers feel ready to teach with digital technologies? A study in two teacher training institutions in Costa Rica. Research, Society and Development, 10(1), e11810111436. https://doi.org/10.33448/rsd-v10i1.11436
  • Chaaban, Y. & Ellili-Cherif, M. (2016). Technology integration in EFL classrooms: A study of Qatari independent schools. Education and Information Technologies, 22(5), 2433-2454. https://doi.org/10.1007/s10639-016-9552-3
  • Cote, T., & Milliner, B. (2018). A SURVEY OF EFL TEACHERS’ DIGITAL LITERACY: A REPORT FROM A JAPANESE UNIVERSITY. Teaching English with Technology, 18(4), 71-89.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
  • Cuhadar, C. (2018). Investigation of pre-service teachers' levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61-75. https://doi.org/10.30935/cedtech/6211
  • Denzin N. K., & Lincoln Y. S. (2005). The Sage Handbook Of Qualitative Research. SAGE.
  • Fathi, J. & Ebadi, S. (2020). Exploring EFL pre-service teachers’ adoption of technology in a CALL program: Obstacles, motivators, and maintenance. Education and Information Technologies, 25(5), 3897-3917. https://doi.org/10.1007/s10639-020-10146-y
  • Fraenkel, J., Hyun, H., & Wallen, N. (2011). How to design and evaluate research in education. McGraw-Hill Education.
  • Hien, D. T. (2020). Teacher characteristics: What do EFL pre-service teachers expect? VNU Journal of Foreign Studies, 35(6). https://doi.org/10.25073/2525-2445/vnufs.4479
  • Howard, S. K., Tondeur, J., Siddiq, F. & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141-158. https://doi.org/10.1080/1475939x.2020.1839543
  • Ipek, O.F. & Ustunbas, Z. (2021). Applications used in distance education in English language education. Journal of English teaching, 7(3), 260-272. https://doi.org/10.33541/jet.v7i3.3027
  • Jayanthi, N. S. & Kumar, R. V. (2016). Use of ICT in English language teaching and learning. Journal of English Language Teaching and Learning, 3(2), 34-38.
  • Khan, R., Mohd Radzuan, N., Shahbaz, M., & Ibrahim, A. (2018). EFL instructors’ perceptions on the integration and implementation of MALL in EFL classes. International Journal of Language Education and Applied Linguistics, 39-50. https://doi.org/10.15282/ijleal.v8.299
  • Khatoony, S. & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy,8(2), 89-104. https://doi.org/10.37134/ajelp.vol8.2.7.2020
  • Li, B. (2021). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in Mainland China. Journal of Educational Computing Research, 60(1), 196-219. https://doi.org/10.1177/07356331211028934
  • Liza, K. & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journal of Education and Learning (EduLearn), 14(1), 74-79. https://doi.org/10.11591/edulearn.v14i1.13925
  • Lynch, M. (2020). E-Learning during a global pandemic. Asian Journal of Distance Education, 15(1), 189-195. https://doi.org/10.5281/zenodo.3881785
  • McIsaac, M. S. & Gunawardena, C. L. (1996). Distance education. In D. Jonassen (Ed.), Handbook of research for educational communications and technology, 403–437. Simon & Schuster Macmillan.
  • Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 229–240.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Park, C. & Son, J. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal Of Pedagogies And Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
  • Park, M. & Son, J. (2020). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 1-15. https://doi.org/10.1080/02188791.2020.1815649
  • Peled, Y. (2020). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879-2896. https://doi.org/10.1007/s10639-020-10387-x
  • Putri, W. (2021). E-Learning Pedagogical Challenges of EFL Teachers During COVID-19 Pandemic. EDUTECH, 20(1). https://doi.org/10.17509/e.v20i1.30993.g17043
  • Riasati, M. J., Allahyar, N. & Tan, K. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30.
  • Rinekso, A. B., Muslim, A. B. & Lesagia, O. (2021). Teaching online in pandemic time: The experience of Indonesian EFL teachers. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 117. https://doi.org/10.24252/eternal.v71.2021.a9
  • Sarini Dewi, N. K. (2021). EFL pre-service teachers’ perception of their readiness in teaching online during COVID-19 pandemic. The Art of Teaching English as a Foreign Language, 2(1), 83-88. https://doi.org/10.36663/tatefl.v2i1.172
  • Saud, M.S.(2021). Digital literacy competencies among English teachers of Nepal: Are they ready for online instruction?. Malaysian Online Journal of Educational Technology, 9(4),1-13. http://dx.doi.org/10.52380/mojet.2021.9.4.204
  • Simbajon, D. (2021). Problems, Coping Strategies, and Online Teaching Readiness of English Teachers Amid COVID-19 Pandemic. IMCC Journal of Science, 1(Special), 15-34.
  • Suwartono, T., & Aniuranti, A. (2019). Digital teaching tools in 21st century EFL classroom: Are our teachers ready? ELLITE: Journal of English Language, Literature, and Teaching, 3(2), 57. https://doi.org/10.32528/ellite.v3i2.1916
  • Tafazoli, D. (2021). Teachers' Readiness for Online Language TeachingAn Ecological Approach. Foreign Language Research Journal, 11(3), 375-392. https://doi.org/10.22059/JFLR.2021.331144.896
  • Taopan, L., Drajati, N. & Sumardi. (2020). TPACK framework: challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1). https://doi.org/10.33603/rill.v3i1.2763
  • Tappoon, A. (2021). Voices of EFL teachers in online teaching amid COVID-19 pandemic period in Bangkok. 2021 6th International Conference on Business and Industrial Research (ICBIR). https://doi.org/10.1109/icbir52339.2021.9465870
  • UNESCO. (2020). COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse
  • Yan, C., & Wang, L. (2022). Experienced EFL teachers switching to online teaching: A case study from China. System, 105, 102717. https://doi.org/10.1016/j.system.2021.102717
  • Yastibas, A. E. (2021). Preparing pre-service English language teachers to teach at unprecedented times: The case of Turkey. Journal of English Teaching, 7(1), 1-14. https://doi.org/10.33541/jet.v7i1.2284
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences] (9th Ed.). Seçkin Yayıncılık.
  • Yılmaz, A. (2019). Distance and face-to-face students’ perceptions towards distance education: A comparative metaphorical study. Turkish Online Journal of Distance Education, 20(1), 191-207. https://doi.org/10.17718/tojde.522705
  • YÖK (2020). YÖK'ten Üniversitelerdeki Uzaktan Eğitime Yönelik Değerlendirme. https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik-degerlendirme.aspx
  • Yüksel, G. & Kavanoz, S. (2011). In search of pre-service EFL certificate teachers’ attitudes towards technology. Procedia Computer Science, 3, 666-671. https://doi.org/10.1016/j.procs.2010.12.111

Pre-service English Language Teachers’ Readiness for Online Teaching

Year 2022, Volume: 5 Issue: 2, 109 - 125, 19.12.2022
https://doi.org/10.35207/later.1129519

Abstract

As a consequence of the sudden global outbreak of the COVID-19 pandemic, all the countries around the world, including Türkiye, had to adopt online education as a substitute for face-to-face education, thereby leading to a radical and unprecedented transformation. In this respect, pre-service teachers’ readiness for online teaching gained greater significance as they had to switch from face-to-face teaching to online teaching. Accordingly, this study aims to identify pre-service English language teachers’ (PELTs) readiness for online teaching. A qualitative research design was adopted in this research. The data were collected through an open-ended survey from 45 PELTs who study at the department of English language teaching at a state university in Türkiye. The technique of content analysis was employed for the analysis of the data gathered. The findings indicated that even though most of the PELTs perceived themselves as ready to teach online, they expected their department/faculty to provide them with a more structured and efficient training in terms of improving their technology integration skills into their instruction. Moreover, a great majority of the PELTs expressed their worries about insufficient technological equipment and technical problems in their future classrooms.

References

  • Albaqami, S. E., & Alzahrani, D. (2022). Transition to online EFL teaching in Saudi Arabian universities during the COVID-19 outbreak. https://doi.org/10.31235/osf.io/en9dh
  • Alghasab, M. B., Alfadley, A. & Aladwani, A. M. (2020). Factors affecting technology integration in EFL classrooms: The case of Kuwaiti government primary schools. Journal of Education and Learning, 9(4), 10. https://doi.org/10.5539/jel.v9n4p10
  • Alhamami, M. & Costello, H. (2019). Pre-service EFL teachers’ expectations, needs, and challenges in a language learning and technology course. Journal of Language Teaching and Research, 10(3), 593. https://doi.org/10.17507/jltr.1003.23
  • Alkhudair, R. Y. (2020). Mobile assisted language learning in Saudi EFL classrooms: Effectiveness, perception, and attitude. Theory and Practice in Language Studies, 10(12), 1620. https://doi.org/10.17507/tpls.1012.16
  • Alqahtani, A. Y. & Rajkhan, A. A. (2020) E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Educ. Sci., 10, 216. https://doi.org/10.3390/educsci10090216
  • Arslan, A. (2008). Implementing a holistic teaching in modern ELT lasses: Using technology and integrating four skills. Journal of Human Sciences, 5(1), 1-21.
  • Atmojo, A. E., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106. https://doi.org/10.1007/s11423-012-9260-7
  • Aydin, S., & Börekci, R. (2019). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 33(3), 217-239. https://doi.org/10.1080/09588221.2018.1557691
  • Baz, E. H. (2016). Attitudes of Turkish EFL student teachers towards technology use. TOJET: The Turkish Online Journal of Educational Technology. 15(2), 1-10.
  • Birisci, S. & Kul, E. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75-93. https://doi.org/10.30935/cet.512537
  • Boonmoh, A., Jumpakate, T. & Karpklon, S. (2022). A close look at the use of technology by Thai teachers in secondary EFL classrooms. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(1), 78-107.
  • Çakıcı, D. (2017). The use of ICT in teaching English as a foreign language. Participatory Educational Research, 4, 73-77.
  • Çalışkan, E. & Caner, M. (2022). E-readiness of EFL teachers. Malaysian Online Journal Of Educational Technology, 10(1), 1-15. https://doi.org/10.52380/mojet.2022.10.1.266
  • Caneva, C. (2021). Do pre-service teachers feel ready to teach with digital technologies? A study in two teacher training institutions in Costa Rica. Research, Society and Development, 10(1), e11810111436. https://doi.org/10.33448/rsd-v10i1.11436
  • Chaaban, Y. & Ellili-Cherif, M. (2016). Technology integration in EFL classrooms: A study of Qatari independent schools. Education and Information Technologies, 22(5), 2433-2454. https://doi.org/10.1007/s10639-016-9552-3
  • Cote, T., & Milliner, B. (2018). A SURVEY OF EFL TEACHERS’ DIGITAL LITERACY: A REPORT FROM A JAPANESE UNIVERSITY. Teaching English with Technology, 18(4), 71-89.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
  • Cuhadar, C. (2018). Investigation of pre-service teachers' levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61-75. https://doi.org/10.30935/cedtech/6211
  • Denzin N. K., & Lincoln Y. S. (2005). The Sage Handbook Of Qualitative Research. SAGE.
  • Fathi, J. & Ebadi, S. (2020). Exploring EFL pre-service teachers’ adoption of technology in a CALL program: Obstacles, motivators, and maintenance. Education and Information Technologies, 25(5), 3897-3917. https://doi.org/10.1007/s10639-020-10146-y
  • Fraenkel, J., Hyun, H., & Wallen, N. (2011). How to design and evaluate research in education. McGraw-Hill Education.
  • Hien, D. T. (2020). Teacher characteristics: What do EFL pre-service teachers expect? VNU Journal of Foreign Studies, 35(6). https://doi.org/10.25073/2525-2445/vnufs.4479
  • Howard, S. K., Tondeur, J., Siddiq, F. & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141-158. https://doi.org/10.1080/1475939x.2020.1839543
  • Ipek, O.F. & Ustunbas, Z. (2021). Applications used in distance education in English language education. Journal of English teaching, 7(3), 260-272. https://doi.org/10.33541/jet.v7i3.3027
  • Jayanthi, N. S. & Kumar, R. V. (2016). Use of ICT in English language teaching and learning. Journal of English Language Teaching and Learning, 3(2), 34-38.
  • Khan, R., Mohd Radzuan, N., Shahbaz, M., & Ibrahim, A. (2018). EFL instructors’ perceptions on the integration and implementation of MALL in EFL classes. International Journal of Language Education and Applied Linguistics, 39-50. https://doi.org/10.15282/ijleal.v8.299
  • Khatoony, S. & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy,8(2), 89-104. https://doi.org/10.37134/ajelp.vol8.2.7.2020
  • Li, B. (2021). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in Mainland China. Journal of Educational Computing Research, 60(1), 196-219. https://doi.org/10.1177/07356331211028934
  • Liza, K. & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journal of Education and Learning (EduLearn), 14(1), 74-79. https://doi.org/10.11591/edulearn.v14i1.13925
  • Lynch, M. (2020). E-Learning during a global pandemic. Asian Journal of Distance Education, 15(1), 189-195. https://doi.org/10.5281/zenodo.3881785
  • McIsaac, M. S. & Gunawardena, C. L. (1996). Distance education. In D. Jonassen (Ed.), Handbook of research for educational communications and technology, 403–437. Simon & Schuster Macmillan.
  • Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 229–240.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Park, C. & Son, J. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal Of Pedagogies And Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
  • Park, M. & Son, J. (2020). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 1-15. https://doi.org/10.1080/02188791.2020.1815649
  • Peled, Y. (2020). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879-2896. https://doi.org/10.1007/s10639-020-10387-x
  • Putri, W. (2021). E-Learning Pedagogical Challenges of EFL Teachers During COVID-19 Pandemic. EDUTECH, 20(1). https://doi.org/10.17509/e.v20i1.30993.g17043
  • Riasati, M. J., Allahyar, N. & Tan, K. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30.
  • Rinekso, A. B., Muslim, A. B. & Lesagia, O. (2021). Teaching online in pandemic time: The experience of Indonesian EFL teachers. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 117. https://doi.org/10.24252/eternal.v71.2021.a9
  • Sarini Dewi, N. K. (2021). EFL pre-service teachers’ perception of their readiness in teaching online during COVID-19 pandemic. The Art of Teaching English as a Foreign Language, 2(1), 83-88. https://doi.org/10.36663/tatefl.v2i1.172
  • Saud, M.S.(2021). Digital literacy competencies among English teachers of Nepal: Are they ready for online instruction?. Malaysian Online Journal of Educational Technology, 9(4),1-13. http://dx.doi.org/10.52380/mojet.2021.9.4.204
  • Simbajon, D. (2021). Problems, Coping Strategies, and Online Teaching Readiness of English Teachers Amid COVID-19 Pandemic. IMCC Journal of Science, 1(Special), 15-34.
  • Suwartono, T., & Aniuranti, A. (2019). Digital teaching tools in 21st century EFL classroom: Are our teachers ready? ELLITE: Journal of English Language, Literature, and Teaching, 3(2), 57. https://doi.org/10.32528/ellite.v3i2.1916
  • Tafazoli, D. (2021). Teachers' Readiness for Online Language TeachingAn Ecological Approach. Foreign Language Research Journal, 11(3), 375-392. https://doi.org/10.22059/JFLR.2021.331144.896
  • Taopan, L., Drajati, N. & Sumardi. (2020). TPACK framework: challenges and opportunities in EFL classrooms. Research and Innovation in Language Learning, 3(1). https://doi.org/10.33603/rill.v3i1.2763
  • Tappoon, A. (2021). Voices of EFL teachers in online teaching amid COVID-19 pandemic period in Bangkok. 2021 6th International Conference on Business and Industrial Research (ICBIR). https://doi.org/10.1109/icbir52339.2021.9465870
  • UNESCO. (2020). COVID-19 Impact on Education. https://en.unesco.org/covid19/educationresponse
  • Yan, C., & Wang, L. (2022). Experienced EFL teachers switching to online teaching: A case study from China. System, 105, 102717. https://doi.org/10.1016/j.system.2021.102717
  • Yastibas, A. E. (2021). Preparing pre-service English language teachers to teach at unprecedented times: The case of Turkey. Journal of English Teaching, 7(1), 1-14. https://doi.org/10.33541/jet.v7i1.2284
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Research methods in social sciences] (9th Ed.). Seçkin Yayıncılık.
  • Yılmaz, A. (2019). Distance and face-to-face students’ perceptions towards distance education: A comparative metaphorical study. Turkish Online Journal of Distance Education, 20(1), 191-207. https://doi.org/10.17718/tojde.522705
  • YÖK (2020). YÖK'ten Üniversitelerdeki Uzaktan Eğitime Yönelik Değerlendirme. https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik-degerlendirme.aspx
  • Yüksel, G. & Kavanoz, S. (2011). In search of pre-service EFL certificate teachers’ attitudes towards technology. Procedia Computer Science, 3, 666-671. https://doi.org/10.1016/j.procs.2010.12.111
There are 54 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ahmet Önal 0000-0002-5325-4958

Ceyda Küçükhayrat 0000-0003-1366-0713

Elif Doğanay 0000-0001-9065-9455

Publication Date December 19, 2022
Acceptance Date July 8, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Önal, A., Küçükhayrat, C., & Doğanay, E. (2022). Pre-service English Language Teachers’ Readiness for Online Teaching. Language Teaching and Educational Research, 5(2), 109-125. https://doi.org/10.35207/later.1129519