African Educational Research Journal - Full Length Research Paper - Evaluation of written expression of A1 level Kyrgyz students learning Turkey's Turkish during the pandemic period

Oct 15, 2026

Fundamental language-teaching skills include reading, listening, speaking, and writing, and writing development depends on clear links to other language areas. This qualitative, descriptive study examined A1-level distance-learning writing of 28 Kyrgyz students during the pandemic. Students produced self-introductory articles; the instructor collected data from the E-Course Distance Education Portal. Errors were analyzed and grouped as phonetics, morphology, and spelling, showing negative transfer from students’ mother tongue. Results support the instructor’s role in sustaining motivation and using engaging distance-learning materials, contributing to teaching Turkey’s Turkish to Kyrgyz learners.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Writing as a long-term process at A1 level

Difficulties and learner anxiety in writing

Writing as feedback and evaluation tool

Literature on writing problems and error analysis

African Educational Research Journal Vol. 11(3), pp. 413-420, August 2023 DOI: 10. 30918/AERJ.113.23.069 ISSN: 2354-2160 Full Length Research Paper Evaluation of written expression of A1 level Kyrgyz students learning Turkey's Turkish during the pandemic period Sibel Barcın Kyrgyz-Turkish Manas University, Kyrgyzstan. Accepted 23 August, 2023 | ABSTRACT
The fundamental skills in language teaching are reading, listening, speaking and writing. It is important to establish links with other language skill areas in the development of writing skills. In this study, it was aimed to analyze the writing skills of Kyrgyz students studying distance learning at A1 level during the pandemic.
28 Kyrgyz students participated in the study. In this context, it was desired to determine the most common mistakes in written expression in order to evaluate the students' habits of using Turkey's Turkish language structures at A1 level. The data in the study were generated by having the students write a self-introductory article. In this framework, descriptive analysis was used in this study designed with qualitative research model. The data were collected through the writings uploaded on the web interface of Kyrgyzstan-Turkey Manas University. The instructor took the data from the E-Course Distance Education Portal tool and analyzed them in order. Based on the writing assignments in the study, errors originating from the students were evaluated and interpreted. These errors were categorized as phonetics, morphology and spelling. Asa result of the research, it was determined that students made negative transfers with the influence of their mother tongue. However, it was supported that the instructor should keep the motivation of the student high with the role of a guide in the language teaching process and the materials that attract the student's interest in the distance education process should be more involved in the learning-teaching environment. In this context, it is assumed that the results of the study will contribute to teaching Turkey's Turkish to Kyrgyz.
Keywords: Teaching Turkey's Turkish to Kyrgyz, writing skills, written expression, language structures. | | --- | | *Corresponding author. E-mail: [sibel.barcin@manas.edu.kg](sibel.barcin@manas.edu.kg). | INTRODUCTION Writing is a long-term process in which learners have to order many sentences that are related to each other in accordance with the rules of grammar (Ungan, 2007: 462) . In the teaching of the target language at A1 level, it can be defined as the ability to write simple and short texts related to daily life based on basic language structures and vocabulary. The student's interests and needs play an important role in the development of this process. Writing is a skill that students struggle with in language teaching. Some students may experience fear about the writing process due to reasons such as fear of being criticized and feeling of failure. Moreover, a student who is learning Turkish at A1 level may experience insecurity because he/she has not learned the target language sufficiently and may avoid expressing himself/herself in writing. Furthermore, some students may find writing skills boring compared to other reading, listening and speaking skills because they do not like writing in their mother tongue. As Çakır (2010 : 166) states, writing skill in foreign language teaching is the most difficult skill for students and teachers. Students are expected to use two of the four basic skills, speaking and writing, in order to see what and how much they have learned and to evaluate this process. Of these two skills, it is a known fact that writing is the skill that students have difficulty with. While doing so, foreign language learners are required Afr Educ Res J 414 to systematically express writing, which is a system in which verbal expressions are coded with symbols. Therefore, as Tiryaki (2013 : 39) states, writing education has an impo

FAQs

What is the main aim of the study described in the abstract?

To analyze the writing skills of Kyrgyz A1-level students studying distance learning during the pandemic and determine the most common mistakes in written expression.

How was the study data generated and analyzed?

Students wrote self-introductory articles; writings uploaded via the Kyrgyzstan-Turkey Manas University web interface were collected through the E-Course Distance Education Portal and analyzed using descriptive analysis under a qualitative research model.

What types of errors were categorized in the research findings?

Errors in written expression were categorized as phonetics, morphology, and spelling.

Oct 15, 2026

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