Student Motivation in CORONAPOLIS: Effects of Transactional Distance Perceptions on EFL Undergraduate Students’ Motivation




motivation, transactional distance, distance education, Covid-19, EFL, tertiary education


The concept of Transactional Distance (TD) experienced in distance education has been recorded as a focal point in many studies examining its effects in various dimensions in different courses. However, there is scarcity of research on TD in relation to learner motivation in language learning. This exploratory case study investigated TD perceptions of EFL (English as a Foreign Language) undergraduates participating in distance education courses held at a Turkish university within the boundaries of CORONAPOLIS, an imaginary city which is under the threat and destructive effects of Covid-19 pandemic. Specifically, this study examined the effects of TD perceptions on the motivation of 87 EFL students. The data were collected through the participants’ informal self-reports and open-ended questions. The results of the content analysis showed that the participants had varying perceptions of the dimensions of TD; dialogue, structure and autonomy. The results also showed that they had different motivational experiences in relation to their perceptions. In the light of the results, some pedagogical implications are made.


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Author Biography

Ayşegül Takkaç Tulgar, Atatürk University

Dr. Aysegul TAKKAC TULGAR, is an associate professor at ELT Department, Atatürk University, Turkey. She completed her undergraduate education at Middle East Technical University and MA. and PhD. Degrees at Ataturk University Her research interests are cross-cultural pragmatic competence, glocalization and language education.


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How to Cite

Takkaç Tulgar, A. (2022). Student Motivation in CORONAPOLIS: Effects of Transactional Distance Perceptions on EFL Undergraduate Students’ Motivation. GIST – Education and Learning Research Journal, 25, 112–139.
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