| Summary: | With the emergence of the COVID-19 pandemic, online learning is a new, and therefore, a challenging experience for most university students in Turkey. Determining whether these students are ready for or satisfied with distance learning practices is essential for the stakeholders of higher education to design and implement it efficiently. This quantitative study aimed at investigating EFL learners’ readiness for and satisfaction with web-based English courses in Turkey during the COVID-19 pandemic. It further aimed to examine the role of e-learning readiness on e-learning satisfaction. Data were collected through questionnaires from 169 EFL students taking online English courses at the A1 level in an intensive English programme in a state university in Turkey during the COVID-19 pandemic. Findings revealed that the study sample had an above-average level of readiness for and satisfaction with the English courses they took in virtual environments. Furthermore, e-learning readiness was found to be associated with e-learning satisfaction, and readiness for e-learning successfully predicted satisfaction with it. Important implications for school leaders and instructors are suggested based on the findings.
Keywords: e-learning readiness, e-learning satisfaction, web-based English courses
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