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چکیده
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ABSTRACT This thesis aims to investigate the motivation and perception of Iranian English language learners towards online learning. To achieve this goal, 46 Iranian English language learners, including 13 females and 33 males, were selected. All individuals were aged between 11 and 17 and resided in the city of Karkheh, located in Khuzestan province. Furthermore, all of them had experienced online English language learning for at least one year either in school or language learning institutes. Data collection was done using three questionnaires. The first questionnaire included demographic information. The second questionnaire, consisting of 10 items, focused on learners' perceptions, and the third questionnaire, with 12 items, was to gather information about learners' motivation. All participants answered the questionnaires in person, and the collected data were analyzed using Excel 2019, SPSS 16, and LISREL 5.8 software. All collected data was analyzed to address three main questions in this thesis. The results indicated that Iranian learners did not significantly prefer online learning. However, they believed that online education had a greater impact on learning due to content diversity, group work, and user-friendly platforms. They also preferred online learning due to the simplicity of interaction between teachers and learners, ease of use, and other useful features. Keywords: Online Learning, Blended Learning, Learner Motivation, Learner Perception,
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