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Using a descriptive phenomenological design, the qualitative study analyzes perceived benefits and drawbacks based on learners’ experiences during the crisis period. Data from 77 participants were collected via online reflection forms at the end of the online education period. Findings highlight easy access to courses and materials, instructor support, and motivational, psychological, and economic gains, while citing internet failures, device and electricity problems, demotivating distractions, crisis-related psychological burden, and limits on interaction, socialization, and digital literacy.",{"@graph":69,"@context":126},[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/voices-from-crisis-perspectives-of-efl-learners-on-emergency-distance-education-after-an-earthquake/592046/",{"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/voices-from-crisis-perspectives-of-efl-learners-on-emergency-distance-education-after-an-earthquake/592046.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What research method was used to study EFL learners’ views?","Question",{"text":112,"@type":113},"The study used a descriptive phenomenological approach as a qualitative design to understand learners’ perceived benefits and drawbacks from real experiences during the crisis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the qualitative data collected?",{"text":117,"@type":113},"Qualitative data were gathered from 77 participants through online reflection forms completed at the end of the online education period.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits did learners report about emergency online education?",{"text":121,"@type":113},"Reported benefits included easy access to courses, recordings, and materials; supportive instructor attitudes and efforts; motivational and psychological support; and time and money economization.",{"name":123,"@type":110,"acceptedAnswer":124},"What drawbacks were identified in emergency distance education practices?",{"text":125,"@type":113},"Learners reported internet connection failures, inadequate technological devices, electricity cut-offs, demotivating distractions, psychological burden from crisis conditions, disciplinary issues, restricted interaction and socialization, and instructors’ limited digital literacy.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},592046,1792160555,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Voices from Crisis: Perspectives of EFL Learners on Emergency Distance Education After an Earthquake  \nHüsem Korkmaz  \nManisa Celal Bayar University, Turkey, [husem.korkmaz@cbu.edu.tr](husem.korkmaz@cbu.edu.tr)  \nAli Ceylan  \nManisa Celal Bayar University, Turkey, [ali.ceylan@cbu.edu.tr](ali.ceylan@cbu.edu.tr)  \nMurat Akbıyık  \nBiruni Üniversitesi, Turkey, [makbiyik@biruni.edu.tr](makbiyik@biruni.edu.tr)  \nMelis Ceylan  \nManisa Celal Bayar University, Turkey, [melis.ceylan@cbu.edu.tr](melis.ceylan@cbu.edu.tr)  \nThis study aims at uncovering the perspectives of tertiary English language learners on the emergency distance language learning practices carried into effect following the devastating earthquakes in Türkiye in 2023. The study adopted a descriptive phenomenological research pattern as a qualitative study to gain an in-depth understanding of the perceived benefits and drawbacks of emergency online education based on the actual experiences of learners during the crisis period. With this purpose, qualitative data were collected from 77 participants through online reflection forms at the end of the online education period. The analysis of the data revealed that the leading benefits of emergency online education were easy access to courses, recordings, and materials; the supportive attitudes and efforts of the instructors; motivational and psychological support; and economization in terms of time and money. On the other hand, internet connection failures, poor technological devices, electricity cut-offs, distractors leading to demotivation, the psychological burden of the crisis conditions, disciplinary issues, interaction and socialization restrictions, and digital literacy of instructors were among the reported drawbacks of practices. As pedagogical implications, it is understood that there is a clear need for preparedness for emergency scenarios, and it is a requirement to equip all the stakeholders with the necessary qualifications needed to implement emergency distance language learning practices.  \nKeywords: earthquake, emergency distance education, higher education, language learning, learner perspectives  \nINTRODUCTION  \nOur planet witnessed one of the most contagious and deadliest pandemics only several years ago. COVID-19 severely affected the entire world population due to its unprecedented rate of spread and relatively high mortality rates (WHO, 2020) . The urgent recommendation of social distancing as a precaution against the spread of the disease brought about the closure of schools at all levels at the beginning of the year 2020. On March 13, 2020, the Ministry of National Education in Türkiye (MoNE) declared the cancellation of all the education programs, including the universities, all around the country. Upon the suspension of all face-to-face education, universities had to make a swift transition to emergency distance education practices in a variety of forms. Shortly after the normalization process had begun following the pandemic, Türkiye experienced another catastrophe on  \nCitation: Korkmaz, H., Ceylan, A., Akbıyık, M., & Ceylan, M. (2025) . Voices from crisis: Perspectives of EFL learners on emergency distance education after an earthquake . Anatolian Journal of Education, 10(1), 103-116.  \n[https://doi.org/10.29333/aje.2025.1018a](https://doi.org/10.29333/aje.2025.1018a)  \nFebruary 6, 2023. Also named the ‘disaster of the century’, the earthquakes that hit a number of provinces in the south-eastern Türkiye caused more than 40,000 deaths and tremendous damage in the region. Since many schools and campuses were damaged, millions of residents were evacuated from the damaged provinces to safer cities all around the country, it was once again impossible to continue face-to-face education (MoNE, 2023), and the country had to make another swift shift to EDE at all levels, from primary schools to universities. Following both crisis situations in the world and in Türkiye, a new era of ‘emergency’ teaching and","cbCaikD01MzTc13f","https://ap.wps.com/l/cbCaikD01MzTc13f","pdf",323994,14,"English","# Introduction\n# Literature Review\n## Emergency Distance Education and Language Learning","[{\"question\":\"What research method was used to study EFL learners’ views?\",\"answer\":\"The study used a descriptive phenomenological approach as a qualitative design to understand learners’ perceived benefits and drawbacks from real experiences during the crisis.\"},{\"question\":\"How were the qualitative data collected?\",\"answer\":\"Qualitative data were gathered from 77 participants through online reflection forms completed at the end of the online education period.\"},{\"question\":\"What benefits did learners report about emergency online education?\",\"answer\":\"Reported benefits included easy access to courses, recordings, and materials; supportive instructor attitudes and efforts; motivational and psychological support; and time and money economization.\"},{\"question\":\"What drawbacks were identified in emergency distance education practices?\",\"answer\":\"Learners reported internet connection failures, inadequate technological devices, electricity cut-offs, demotivating distractions, psychological burden from crisis conditions, disciplinary issues, restricted interaction and socialization, and instructors’ limited digital literacy.\"}]","Voices from Crisis - Perspectives of EFL Learners on Emergency Distance Education After an Earthquake | PDF",1792073745,35]