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It uses descriptive field research in a scanning model with 155 instructors from various institutions. The Birişçi, Kul, Aksu, Akaslan, and Çelik (2018) scale measures self-efficacy and reveals no significant differences by gender, pre-COVID technology use in language teaching, post-COVID distance Turkish teaching, or self-efficacy overall. Significant differences emerge by education level, field experience, pre-COVID distance education experience, and Web 2.0 self-efficacy. The COVID-19 process increased awareness for remote Turkish teaching with digital tools.",{"@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/self-efficacy-perceptions-of-instructors-who-teach-turkish-as-a-foreign-language-on-web-20-rapid-content-development-for-educational-purposes/603010/",{"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/self-efficacy-perceptions-of-instructors-who-teach-turkish-as-a-foreign-language-on-web-20-rapid-content-development-for-educational-purposes/603010.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many instructors participated in the study, and what research model was used?","Question",{"text":112,"@type":113},"The study included 155 instructors and used a scanning model within descriptive field research.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which variables showed no significant differences in instructors’ self-efficacy?",{"text":117,"@type":113},"No significant differences were found across gender, pre-COVID technology use in language teaching, continuation of distance Turkish teaching after COVID-19, and overall self-efficacy.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors showed significant differences in self-efficacy for Web 2.0 rapid content development?",{"text":121,"@type":113},"Significant differences were detected by education level, field experience, pre-COVID distance education experience, and self-efficacy for Web 2.0 rapid content development.","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},603010,1792105619,{"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":39,"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","Self-Efficacy Perceptions of Instructors Who Teach Turkish as a Foreign Language on Web 2.0 Rapid Content Development for Educational Purposes  \nHaluk GÜNGÖR1  \nGazi University  \nAbstract  \nThis study aims to examine the self-efficacy of instructors who teach Turkish as a foreign language for educational Web 2.0 rapid content development in terms of various variables. The study consists of 155 instructors who teach Turkish in various institutions. This study, which was designed according to the scanning model, is descriptive field research. The scale developed by Birişçi, Kul, Aksu, Akaslan, and Çelik (2018) was used to determine the self-efficacy of the trainers for Web 2.0 rapid content development for educational purposes. Analysis results indicated no significant differences between the variables of gender, technology use in language teaching before COVID-19, the continuation of distance Turkish teaching after COVID-19, and self-efficacy. A significant difference was detected between the education level of the study group, their experience in the field, distance education experience before Covid-19, and their self-efficacy for Web 2.0 rapid content development. The Covid-19 process raised important awareness in terms of teaching Turkish to foreigners remotely. In the information age, it is very important to increase the awareness and experience of teachers who teach Turkish to foreigners remotely about teaching a foreign language with digital tools.  \nKeywords: Self-efficacy, Teaching Turkish to foreigners, Distance education, Web 2.0 tools.  \nDOI: 10.29329/epasr.2022.442.6  \n1Dr., TÖMER, Gazi University, Ankara, Turkey, 0000-0002-4111-4106: (9 points, 1,5 line spacing, align justify)  \n[Correspondence:](Correspondence: halukgungor1@gmail.com)[ halukgungor1@gmail.com](Correspondence: halukgungor1@gmail.com)  \nIntroduction  \nThe use of technology in education and the integration of technology with educational environments have a long history. The distance education process, which started with the telegraph in the 19th century, continued with teaching by letter and underwent a transformation with the invention of the radio. In the broadcasts made on the radio, the students heard the teacher’s voice for the first time and continued their education by listening. The invention of television and the presentation of sound and image in tandem made distance education easier. However, distance education experienced its real transformation with the invention of the internet. This feature of the internet, which provides audio and video communication between people who are far from each other in different parts of the world, has been used effectively and widely in the field of education as well.  \nTools such as radio and television used in distance education have some deficiencies in terms of interaction and communication between the producer of the content, the narrator, and the student. These tools are one-way tools where the users consume the ready-made content due to reasons such asthe listener or viewer’s inability to interfere with the content or to create content. In this respect, these tools are considered within the scope of Web 1.0 technology (Yeşiltaş, 2020) . The term Web 2.0 is used to describe more advanced online tools than Web 1.0 tools. The concept of Web 2.0 first emerged as a result of brainstorming during a media session at an international conference (O'Reilly, 2007) . With Web 2.0 tools, individuals can produce content without requiring any software knowledge. Rather than passively receiving the information in the environment presented to them, they can share it with the interested parties. Eser (2020) stated that today, teachers use Web 2.0 tools to develop content, which does not require any computer use or software skills. According to Yalmanand Başaran (2018), Web 2.0 applications are “technology that facilitates interaction with users in distance education”. In addition, these technologies assist teachers and","cbCaincbJ3ckDb4Z","https://ap.wps.com/l/cbCaincbJ3ckDb4Z","pdf",428306,17,"English","# Abstract\n# Introduction","[{\"question\":\"How many instructors participated in the study, and what research model was used?\",\"answer\":\"The study included 155 instructors and used a scanning model within descriptive field research.\"},{\"question\":\"Which variables showed no significant differences in instructors’ self-efficacy?\",\"answer\":\"No significant differences were found across gender, pre-COVID technology use in language teaching, continuation of distance Turkish teaching after COVID-19, and overall self-efficacy.\"},{\"question\":\"What factors showed significant differences in self-efficacy for Web 2.0 rapid content development?\",\"answer\":\"Significant differences were detected by education level, field experience, pre-COVID distance education experience, and self-efficacy for Web 2.0 rapid content development.\"}]","Self-Efficacy Perceptions of Instructors Who Teach Turkish as a Foreign Language on Web 2.0 Rapid Content Development for Educational Purposes | PDF",1792095572,43]