Affect among distance foreign language learners

Abstract

Learning English at a distance is so difficult that it requires a lot of independent engagements. Research particularly into distance foreign language learning appears scanty.  This study attempted to examine the affective states of EFL distance learners as they were engaged in independent learning of English. Data was collected through a comprehensive questionnaire involving wide ranging items. The results have shown that the distance EFL learners were generally apprehensive and highly anxious as they were uncertain about how much they did well in the entire course of study. In order to regulate these affective states, distance leaners employed various strategies although how much these strategies helped them seemed quite unclear. The situations, which they said, exacerbated their worries included the inadequate language learning materials (modules), ill-equipped tutors, and the commitments they had with their family and work. In the light of these results, it is possible to conclude that regardless of the benefits the EFL distance learning scheme may bring to their lives, the distance learners still demand resources that can have far-reaching impacts on their learning so that their worries over the learning scheme can be regulated meaningfully.