Distance English Language Learning: The Experiences and Perceptions of Jordanian Students from Rural Areas
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| Title: | Distance English Language Learning: The Experiences and Perceptions of Jordanian Students from Rural Areas |
|---|---|
| Language: | English |
| Authors: | Baderaddin Yassin (ORCID |
| Source: | Educational Process: International Journal. Article e2025556 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Distance Education, English (Second Language), Second Language Learning, Student Attitudes, Web Based Instruction, Foreign Countries, Interaction, Access to Education, Technology Uses in Education, Affordances, Barriers, Rural Areas |
| Geographic Terms: | Jordan |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The growth of distance education in English learning has raised special problems, as rural students are accorded fewer opportunities to be effectively exposed to the language. This paper set out to discuss how a group of Jordanian students in rural settings who participated in a web-based English learning experience received it, their impressions, and the outcomes, with particular attention to the advantages and disadvantages. Materials/methods: A qualitative research design was adopted, with a purposive sample of 60 participants. Semi-structured online interviews were conducted to get in-depth information about learners. Thematic analysis was used to identify the most common patterns and to develop key themes regarding distance learning, technological tools, and learning outcomes. Results: Four dominant themes were identified: (1) enhanced accessibility and flexibility, (2) communication challenges, (3) technological challenges and (4) loss of motivation because of less interaction. Flexibility, autonomy, and access to various forms of online resources, including VR and gamified applications, were valued by students and supported their reading, writing, and independent learning. Barriers included a lack of speaking time, a lack of a live connection, technical difficulties, and a lack of motivation. These results are consistent with self-regulated learning, social constructivism, and/or experiential learning. Conclusion: Distance education offers fairness and self-autonomy, but there are weaknesses in interaction and technology that should be addressed through targeted interventions. Complementing and enhancing the synchronous part by offering technical scaffolding, combining the use of immersive technologies, or engaging in further gamified approaches can enhance motivation and improve learners' outcomes. This contributes to the theoretical underdevelopment of distance learning research by considering rural contexts and informing practice for more effective and inclusive online English education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489906 |
| Database: | ERIC |
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