Investigation of Preparatory School Students’ Cyber-Loafing Levels and Views on Distance Education English Curriculum: A Mixed Method Study

Abstract

Current study aimed examining preparatory school students’ cyber-loafing levels and opinions about distance education English curriculum. Exploratory sequential pattern of mixed research methods is employed. The sample is consisted of 201preparatory students who study at the preparatory school at Cag University. The quantitative data of the research was obtained through Cyber-Loafing Scale and Assessment Scale. Qualitative data was gathered by open-ended questions form developed by the researcher. It was concluded that students’ cyber-loafing levels are at a medium level and the students’ opinions about the distance education English curriculum are also at a medium level. In addition, gender, devices and lessons affect neither students’ cyber-loafing levels nor views on distance education curriculum while the daily internet use and frequency showed a significant effect on these variables. Another finding of the study, social media is also a significant factor for cyber-loafing. Furthermore, it is revealed that there is no correlation between cyber-loafing and students’ views on distance education English curriculum.