[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603005-105":59,"doc-detail-603005-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","middle-school-students-views-on-distance-education-turkish-language-teaching-under-the-shadow-of-covid-19-pandemic","Middle School Students' Views on Distance Education - Turkish Language Teaching under the Shadow of COVID-19 Pandemic","","The study determines the strengths, deficiencies, and weaknesses of the distance education process in Turkish learning and teaching by collecting opinions from students participating in the learning process. A basic qualitative research design is used. Twenty-eight 7th grade students from Eskişehir in 2020–2021 are interviewed online with teachers using a semi-structured form. Content analysis via MAXQDA is applied. Findings show distance education supports vocabulary, listening, and comprehension, and is preferred for speaking and writing, while face-to-face better supports social interaction and teacher-student engagement, suggesting a mixed hybrid model.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/middle-school-students-views-on-distance-education-turkish-language-teaching-under-the-shadow-of-covid-19-pandemic/603005/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/middle-school-students-views-on-distance-education-turkish-language-teaching-under-the-shadow-of-covid-19-pandemic/603005.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To identify the strengths, deficiencies, and weaknesses of distance education in Turkish learning and teaching based on students' opinions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A basic qualitative design was used with online semi-structured teacher interviews; data were analyzed with content analysis using MAXQDA.",{"name":119,"@type":110,"acceptedAnswer":120},"In which language skills did students view distance education as more functional than face-to-face?",{"text":121,"@type":113},"Students reported that distance education was more functional for vocabulary work and for listening and comprehension skills, and they mostly preferred it for speaking and writing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603005,1792165961,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Middle School Students' Views on Distance Education: Turkish Language Teaching under the Shadow of COVID-19 Pandemic  \nBahadır GÜLDEN1  \nBayburt University  \n2  \nKadir KAPLAN  \nBayburt University  \nAbstract  \nIn this study, it was aimed to determine the strengths, deficiencies, and weaknesses of distance education process of learning-teaching activities in Turkish lesson by asking the opinions of students who are the subject of the learning process. In the study, the basic qualitative research design was preferred considering the nature of the research subject. The study group of the research consists of twenty-eight 7th grade students who continue their education activities in Eskişehir in the 2020-2021 academic year. The online interviews were conducted with the teachers through a semi-structured interview form prepared by the researchers. The data were analyzed by content analysis using the MAXQDA program. The students stated that distance education is more functional than face-to-face education in vocabulary activities of listening and comprehension skills. In speaking and writing skills, students mostly preferred distance education. The students explained the strengths and weaknesses of the two educational environments compared to each other in terms of all skills, with their justifications. In the study, students were also asked to write the five most useful features of both educational environments. Thus, the strengths of both learning environments in terms of Turkish lessons were revealed. Based on the data obtained, it has been determined that distance education cannot create an alternative to face-to-face education in terms of social interaction, teacher-student interaction, group studies at the desired level, but distance education is clearly preferred by students as it offers many opportunities that face-to-face education does not offer. For this reason, based on the prominent skills and activities of distance education, it can be said that it will be more beneficial to continue Turkish lessons by adopting a mixed (hybrid) model in the future.  \nKeywords: Covid-19 Pandemic, Turkish language education, distance education, face-to-face education, basic language skills.  \nDOI: 10.29329/epasr.2022.442.5  \n1 Bahadır Gülden, Faculty of Education, Bayburt University, Bayburt, Turkey, ORCID: 0000-0003-1917-8813  \n[Correspondence:](Correspondence: bahadirgulden@bayburt.edu.tr)[ bahadirgulden@bayburt.edu.tr](Correspondence: bahadirgulden@bayburt.edu.tr)  \n2  \nKadir Kaplan, Faculty of Education, Bayburt University, Bayburt, Turkey, ORCID: 0000-0001-7901-1025, Email: [kadirkaplan@bayburt.edu.tr](kadirkaplan@bayburt.edu.tr)  \nIntroduction  \nDistance education is an interdisciplinary field and it extends over nearly three centuries. In Turkey, from 1923 to the 1960s, distance education was first discussed conceptually. After the 1970s, distance education studies were carried out at the middle education level with different initiatives, some experience was gained and limited progress was made (Bozkurt, 2017, p. 86) . The distance education process, which progressed with the transmission of printed materials by mail at the beginning of the 1970s, continued by using television and radio broadcasts, cable television broadcasts (in the USA), multimedia tools such as video and audio recordings, teleconferences, webbased distance learning environments, computers and mobile devices. (Burns, 2011; Gunawardena and McIsaac, 2013) . Online teaching and learning have emerged in the design and delivery of 21st century distance education. Online teaching and learning processes by providing Internet-based content and communication between instructors and students; carried out with advanced computer and communication technologies (Innes, 2021) .  \nWith the COVID-19 epidemic affecting the whole world, face-to-face education was pausedin Turkey as of March 16, 2019, and education-teaching activities continued in distance education environments. Th","cbCaimU8aBBDCbPQ","https://ap.wps.com/l/cbCaimU8aBBDCbPQ","pdf",314100,23,"English","# Introduction\n## Background of distance education\n## Impact of COVID-19 on education\n## Research need and purpose","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To identify the strengths, deficiencies, and weaknesses of distance education in Turkish learning and teaching based on students' opinions.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A basic qualitative design was used with online semi-structured teacher interviews; data were analyzed with content analysis using MAXQDA.\"},{\"question\":\"In which language skills did students view distance education as more functional than face-to-face?\",\"answer\":\"Students reported that distance education was more functional for vocabulary work and for listening and comprehension skills, and they mostly preferred it for speaking and writing.\"}]","Middle School Students' Views on Distance Education - Turkish Language Teaching under the Shadow of COVID-19 Pandemic | PDF",1792095567,58]