Abstract:

This research was carried out in order to determine the problems experienced by the instructors who teach Turkish as a second/foreign language and give lessons via online distance education in Turkey in the 2020-2021 academic year. In this context, qualitative research method was used in our research. The sample of the study consists of 77 participants. The data obtained from the participants were analyzed by considering all stages of content analysis. Based on these analyzes, 7 main themes were reached. These main themes are namely technical problems, assessment and evaluation, lack of digital skills of learners, learners’ participation and motivation, limitations of distance education platforms, lack of digital materials and lack of information technology tools/physical conditions. Internet disconnection is seen as technical problems and the lack of reliability and objectivity of evaluating performance in class, exam and test applications are considered as an assessment and evaluation. The program/application/website used are unknown by the learners or the learners cannot use it at the expected level. It shows as learners' lack of digital skills. Learners’ motivation below expectations and being reluctance to turn on the camera and sound are evaluated as learners’ participation and motivation theme. Distance education platforms do not allow one-to-one interaction and socialization so it is considered as limitations of distance education platforms. Learners do not have enough information technology devices and there is not enough number of digital materials in the field of teaching Turkish as a second/foreign language. They were evaluated as lack of information technology tools/physical conditions and lack of digital materials respectively. The findings were discussed in the light of the literature and suggestions were made.

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