The study investigates the perception of learner autonomy with Massive Open Online Language Course (MOOLC) participants, more specifically; (i) to what extent EFL learners in an English MOOLC are autonomous, (ii) the perception of learners' and teachers' roles in learner autonomy, and (iii) the autonomous learning practices the learners are involved in by participating in the MOOLCs. It contributes to the understanding of online learner as an agent in highly heterogeneous language learning contexts and the link between online learning and learner autonomy. The mixedmethod design is employed to present data from a Learner Autonomy Questionnaire by Joshi (2011) conducted with 57 participants from three English MOOLCs with a variety of focus as well as a content analysis method was used on the interaction data in the form of open discussion forum posts, which were added by the participants, to create a frame of autonomous learning activities in these MOOLCs and learners' attitudes towards them. The findings show that the English MOOLC participants are highly autonomous and willing to be more responsible for their own learning. Similarly, the learners' perception of their own roles indicates a positive inclination towards autonomy. Furthermore, the participants favor the MOOLCs that encourage learner-centered and autonomous language learning practices. Due to the interactive, communicative, and collaborative nature of MOOLCs, learners are advised to develop globalized autonomous skills to participate effectively in such multicultural learning platforms because learner autonomy goes beyond traditional classrooms.

The study investigates the perception of learner autonomy with Massive Open Online Language Course (MOOLC) participants, more specifically; (i) to what extent EFL learners in an English MOOLC are autonomous, (ii) the perception of learners' and teachers' roles in learner autonomy, and (iii) the autonomous learning practices the learners are involved in by participating in the MOOLCs. It contributes to the understanding of online learner as an agent in highly heterogeneous language learning contexts and the link between online learning and learner autonomy. The mixedmethod design is employed to present data from a Learner Autonomy Questionnaire by Joshi (2011) conducted with 57 participants from three English MOOLCs with a variety of focus as well as a content analysis method was used on the interaction data in the form of open discussion forum posts, which were added by the participants, to create a frame of autonomous learning activities in these MOOLCs and learners' attitudes towards them. The findings show that the English MOOLC participants are highly autonomous and willing to be more responsible for their own learning. Similarly, the learners' perception of their own roles indicates a positive inclination towards autonomy. Furthermore, the participants favor the MOOLCs that encourage learner-centered and autonomous language learning practices. Due to the interactive, communicative, and collaborative nature of MOOLCs, learners are advised to develop globalized autonomous skills to participate effectively in such multicultural learning platforms because learner autonomy goes beyond traditional classrooms.

This study examined the role of media on the learning of formulaic sequences (FSs) by advanced English as a Foreign Language (EFL) learners (n = 40) enrolled in an English Language Teaching (ELT) program at a government university in Turkey. The learners were divided into experimental and control groups. The instrument involved clips from two American television series. Over the course of 3 weeks, the learners in the experimental group received training in 30 FSs through watching the video clips. The control group learned the FSs through training only. In order to determine the extent to which learners learned and retained the FSs, the learners in both groups were given both a posttest and a delayed posttest. Independent-samples t-tests were conducted to compare the two groups with respect to the learning and retention of FSs. The results showed that the experimental group had significantly higher rates of retention of FSs. Several pedagogical considerations regarding the teaching of FSs to English as a second language (ESL) and EFL learners are discussed.Cette étude a examiné le rôle des médias sur l'apprentissage de formules par des étudiants avancés en anglais langue étrangère (ALE) (n = 40) inscrits à un programme d'enseignement de la langue anglaise dans une université publique en Turquie. Les étudiants ont été répartis en un groupe expérimental et un groupe témoin. L'apprentissage se faisait par des extraits de deux séries télévisées américaines. Pendant 3 semaines, les étudiants dans le groupe expérimental ont reçu un enseignement portant sur 30 formules par le biais de clips vidéo. Le groupe témoin a appris les formules par un enseignement standard uniquement. Afin de déterminer dans quelle mesure les étudiants avaient appris et retenu les formules, les étudiants des deux groupes ont passé un post-test et un post-test différé. Pour comparer l'apprentissage et la rétention des formules par les deux groupes, nous avons eu recours à des tests T avec des échantillons indépendants. Les résultats indiquent que le taux de rétention des formules étaient plus élevé de façon significative chez le groupe expérimental. Nous discutons de plusieurs considérations pédagogiques portant sur l'enseignement de formules aux étudiants en ALS et en ALE.

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The present study, which was conducted during the COVID-19 pandemic, aims to investigate college students' opinions regarding online and face-to-face education. The study, which is based on an explanatory sequential mixed-method approach included quantitative and qualitative data. The data were collected from 85 prospective English language teachers enrolled in a teacher-training program at a government university in Turkey. They were ranged in age from 18 to 47. The participants responded to an online two-part questionnaire. In the first part, the participants provided socio-demographic information regarding their gender and age. In the second part, they stated their previous experiences about online education, how they accessed their courses, and their frequency of participation in the courses. Additionally, they expressed their opinions about the advantages and disadvantages of both online and face-to-face learning as well as the effects of both learning platforms on their educational knowledge, skills, and social competencies. A thematic analysis approach was also used in the form of semi-structured interviews to explain the quantitative results. Interviews were conducted with six participants. Descriptive statistics was used to analyze the quantitative data. According to the results, the participants favored online lessons because of their accessibility even after their regular scheduled time but disfavored the lessons due to the fact that they had to look at a screen for a long time, had technical problems such as Internet connection, insufficient interaction with the course instructor and classmates. Moreover, the participants reported that they benefited more from face-to-face learning than online learning in terms of gaining new knowledge, skills, and competencies. To solve the issues that arise in online education, they suggested prolonging the duration of the exams but shortening the duration of the lessons due to connection problems.