THE EMPTY CLASSROOM: EXPLORING NON-ATTENDANCE IN ONLINE FRENCH LANGUAGE CLASSES

Although distance education offers flexibility and accessibility to students, dropout represents significant hurdles that adversely impact the success of programs. This study investigates the experiences of Anadolu University preparatory class students of French Language Teaching Programs during the 2022-2023 spring term, aiming to understand the issue of non-attendance within the framework of distance education. A qualitative phenomenological design was employed, utilizing thematic analysis to analyze data collected through semistructured interviews with 13 students. The results indicate that non-attendance is attributable to a combination of internal, external, and personal factors. Internal aspects include accessibility to registered courses, the perceived simplicity of online assessments, diminished social integration, and psychological issues such as stress, anxiety, and decreased motivation. Psychological distress and a reduction in intrinsic motivation were identified as major impediments. External factors include the absence of attendance mandates, insufficient technical infrastructure, and suboptimal home environments. The removal of the attendance mandate reduced external motivation, while unreliable internet connections and unsupportive home settings hindered students’ class attendance. Additionally, personal attributes like inadequate self-discipline and ineffective time management contributed to absenteeism. To address these issues, pedagogical recommendations include increasing interactive course design, fostering social connections through collaborative technology, and enhancing institutional technical support. Moreover, ongoing instructor training in digital pedagogy and targeted interventions for students with low motivation are essential. Ultimately, recommendations were formulated based on the findings to improve engagement and retention in online language courses.