The repercussion of the 6 February earthquake in Türkiye on education with specific reference to ELT
The effects of disasters on students extend beyond harm inflicted on educational institutions, not least by interfering with the learning process. The educational disruption caused by disasters such as earthquakes may result in significant adverse psychological and pedagogical effects and cause cons...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-09-01
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| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825007474 |
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| Summary: | The effects of disasters on students extend beyond harm inflicted on educational institutions, not least by interfering with the learning process. The educational disruption caused by disasters such as earthquakes may result in significant adverse psychological and pedagogical effects and cause considerable stress on students. These effects may further lead to hampered and even degraded academic achievement. With this premise, this study aimed to investigate the repercussions of the 6 February 2023 earthquake in Türkiye on English learners' experiences related to education concerning English language teaching (ELT). A predominantly interpretive phenomenological research design, which is a qualitative research method, was employed in the study. As a data collection tool, a semi-structured interview was conducted with six participants studying at the School of Foreign Languages. In light of the findings, the emotional and psychological effects were particularly pronounced, with feelings of stress, fear, and depression reported by all the students. Additionally, the disruption in language education was a significant challenge, with a lack of access to technology, infrastructure, and productivity and difficulty focusing all cited as obstacles. Moreover, the loss of social relationships, basic needs, and survival challenges also impacted the pursuit of the participants' language learning process. Last but not least, the participants asserted that they had a decrease in motivation, and the challenges and roadblocks they faced were all factors that led to the difficulties experienced during this period. However, it is noteworthy that some participants argued for the substantial advantages of online education, assuming uninterrupted internet access. |
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| ISSN: | 0001-6918 |