Abstract :During Covid-19 pandemic, a new learning system was required by the government in Turkish universities shifting from face-to-face learning into online learning. Online learning is defined by Bakia et al. [1] as “Online learning refers to instructional environments supported by the Internet. Online learning comprises a wide variety of programs that use the Internet within and beyond school walls to provide access to instructional materials as well as facilitate interaction among teachers and students.” The advantages of online learning for English language teaching departments depend on certain variables which have an effect on the quality of online learning. One of the variables has been readiness levels for online learning. The purpose of this study is to investigate online learning readiness levels of undergraduate students at Tokat Gaziosmanpaşa University. The sample of this study consists of 75 pre-service teachers at English Language Teaching (ELT) department at Tokat Gaziosmanpaşa University in the academic year 2021-2022. This study is conducted using survey research design; a Likert scale questionnaire “Online Learning Readiness Scale” in order to collect data on readiness levels towards online Learning. The overall results have shown that although over the half of the participants have high level of motivation for learning and online communication self-efficacy dimensions for online learning, their readiness levels differs in other dimensions such as computer / internet self-efficacy, learner control and self-directed learning. Moreover, gender and grade variables do not have a statistically significant differences on each dimensions of readiness level of students. In the light of the findings, some practical suggestions are discussed in detail. Keywords : Online learning, readiness levels, distance education, pre-service teachers
