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Data from 270 students were analyzed through an explanatory sequential design: quantitative results via SPSS scale reliability (α=.871) and qualitative thematic analysis using researcher and experts (κ=0.70). Findings show partially positive attitudes and significant differences by gender, digital literacy, technological accessibility, and perceived language success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-attitudes-and-online-distractors-in-turkish-emi-context-during-emergency-remote-teaching-research-study/589184/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-attitudes-and-online-distractors-in-turkish-emi-context-during-emergency-remote-teaching-research-study/589184.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To examine Turkish EFL students’ attitudes toward emergency remote teaching in an English preparatory program and to identify the online distractors students experienced during the process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and analyzed?",{"text":117,"@type":113},"It used an explanatory sequential design: quantitative data were collected first with a scale and analyzed with SPSS, followed by qualitative data from open-ended and semi-structured questions analyzed through thematic analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were linked to students’ attitudes?",{"text":121,"@type":113},"Students’ overall attitudes differed significantly by gender, digital literacy, technological accessibility, and perceived language success, and the relationship with online distractors was discussed in the results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589184,1792492835,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Examining Attitudes and Online Distractors in Turkish EMI Context during  \nEmergency Remote Teaching1  \nFırat Keskin2  \n[firatkesskin@gmail.com](firatkesskin@gmail.com)  \nAlanya Alaaddin Keykubat University, Antalya, Turkey  \nTurgay Han3  \nOrdu University, Ordu, Turkey  \nDOI: 10.35974/acuity.v8i1.2860  \nAbstract  \nThis study aimed to examine the attitudes of students enrolled in an English preparatory program of a Turkish state university towards the use of emergency remote teaching as a mode of distance education in the 2019-2020 COVID-19 outbreak and to reveal online distractors students experienced throughout this process. A total of 270 EFL students participated in the study; 93 of these participants were female, and 177 were male. The study employed an explanatory sequential design, in which firstly quantitative data were collected using a scale (α= .871), and then qualitative data were gathered through open-ended questions followed by semi-structured ones. The quantitative data were analyzed through descriptive and inferential statistics using SPSS software while the qualitative data were analyzed through a thematic analysis conducted by the researcher and two other experts (κ = 0.70) . The results showed that the students held partially positive attitudes towards the use of emergency remote teaching as a mode of distance education. There were significant differences between the students' overall attitudes and their gender, digital literacy, technological accessibility, and perceived language success. The relationship between the online distractors students experienced during Emergency Remote Teaching and their attitudes was also discussed. The conclusions were made in the light of the findings, and implications and suggestions for further research were stated.  \nKeywords: Attitude, distance education, EFL, emergency remote teaching, EMI, online distractors INTRODUCTION  \nAlong with many other aspects of life, the unpredictability ofCOVID19 pandemic affected higher education in Turkey just as other countries. Efforts to persevere education compelled the use of distance education infrastructures; however, considering the challenging nature of the efforts to maintain education compared to planned and designed disposition of distance education (DE), the mode was emergency remote teaching (ERT) (Hodges, et al., 2020) . The sudden implementation  \n1 This article is extracted from an unpublished Master’s thesis by the first author, Fırat Keskin.  \n2 Corresponding Author: Alanya Alaaddin Keykubat University, Alanya-Antalya, Turkey, [firatkesskin@gmail.com](firatkesskin@gmail.com)[ ](firatkesskin@gmail.com)3 Department of English Language and Literature, Faculty of Science and Letters, Ordu University, Ordu, Turkey [turgayhan@yahoo.com.tr](turgayhan@yahoo.com.tr)  \nof ERT created a pressure on each member of education parties from students to lecturers andinstitutions (Hussein, et al., 2020). As a significant edge of education parties, even instructors faced several difficulties during ERT such as digital literacy (Bond, 2020; Nugroho, et al., 2021) and the absence of technological substructure and accessibility (Bond, 2020; Hazaea & Toujani, 2021) . In this sense, students ’ psychology as an effective factor (Gardner, 1985) is correspondingly significant. No matter how advantageous the planned and designed DE maybe for students in terms of flexibility, student autonomy, motivation, and reducing classroom anxiety (Arkhipova, et al., 2017 ; Banditvilai, 2016; Hariadi & Simanjuntak, 2020; Pop, et al., 2011), it has some potential challenges like accessibility, connection, digital literacy, legislative issues, class and peer interaction, and study skills (Akçayır, G. & Akçayır, 2018; Ariyanti, 2020; Chahkandi, 2021; Chen, et al., 2015 ; Mazlan et al., 2021; Rasheed, et al., 2020) . In this respect, ERT as a less planned and designed mode of DE may be more challenging for education parties, especially students. Several studies also ","cbCaiubutsBbPTw9","https://ap.wps.com/l/cbCaiubutsBbPTw9","pdf",261630,17,"English","# Abstract\n# Introduction\n## Research aim and guiding question\n## Quantitative research questions\n## Qualitative research questions","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine Turkish EFL students’ attitudes toward emergency remote teaching in an English preparatory program and to identify the online distractors students experienced during the process.\"},{\"question\":\"How was the study designed and analyzed?\",\"answer\":\"It used an explanatory sequential design: quantitative data were collected first with a scale and analyzed with SPSS, followed by qualitative data from open-ended and semi-structured questions analyzed through thematic analysis.\"},{\"question\":\"Which factors were linked to students’ attitudes?\",\"answer\":\"Students’ overall attitudes differed significantly by gender, digital literacy, technological accessibility, and perceived language success, and the relationship with online distractors was discussed in the results.\"}]","Examining Attitudes and Online Distractors in Turkish EMI Context during Emergency Remote Teaching - Research Study | PDF",1792066713,43]