This mixed-methods case study examines an English instructor’s and university preparatory school Turkish EFL students’ (N = 12) perceptions of their lived fully asynchronous online English language teaching and learning experiences. The quantitative data was gathered from an online language learning questionnaire, and the qualitative one was collected from the open-ended questions in the questionnaire, a semi-structured interview conducted with the student participants and a qualitative survey responded to by the English instructor. The findings demonstrated compatibility between the students and instructor’s views on the ineffectiveness of the fully asynchronous online English language teaching and learning as both parties stated it did not promote students’ English language learning due to the absence of the interaction amongst the students and English instructors. The findings also indicated the necessity of stimulating student participation in online lessons to generate and strengthen online English language learners’ motivation and sustaining their interests in online lessons.
Gülten Koşar (Thu,) studied this question.