Reflections of distance education on students' academic motivations for Turkish lessons

Learning the daily life requirements of societies, transferring cultural heritage to future generations, carrying out in order to transfer and fulfill the requirements of the age educational activities has been continued with different models, methods and techniques for centuries. Distance education applications that basically aim to maximize the use of these activities; It has been used as an alternative to educational practices for the last 60 years in order to reach individuals in the most remote locations, to provide opportunities for those with special conditions, and to respond to other special needs. With the recent COVID-19 pandemic, these practices have become a necessity rather than an alternative. All activities are carried out with a certain motivation. The concept of academic motivation stands out in educational activities. In this new order, the academic motivation of individuals is extremely important for the start and progress of the process. It is considered important to determine the motivation for mother tongue education, which will enable the individual to have the necessary equipment in every field. The study aims to reveal the reflections of distance education on students' academic motivation for Turkish lessons. For this purpose, the study was carried out in case study (case study) design, one of the qualitative research methods. In the study, triangulation method was tried to be applied by providing diversity in the study group, data collection tools, researcher and data analysis. Working group; It was determined in cross-sections with purposeful sampling methods from middle school students, parents of students and Turkish teachers working in Elazig city center. Open-ended questions were preferred during the data collection process in order to allow the participants to present their feelings and thoughts in detail in accordance with qualitative studies. Semi-structured one-to-one interviews and focus group interviews were conducted in order to obtain more detailed data when necessary and to direct additional questions and probe questions. In the focus group and student interviews, "hypothetical, devil's advocate, ideal position and interpreter" question types were used. Data obtained from the opinions of the participants; It was recorded with a voice recorder and written on a computer, then analyzed with qualitative content analysis methods. During the interviews, reminder notes and observation reports were kept; The soundness and transparency of the research were tried to be increased. The data obtained from the participants' opinions were categorized on the basis of literature in a way to reflect each sub-dimension of the case, and category clarity was tried to be achieved. However, the phenomenological reduction was made by removing the opinions thought not to be related to the problem. Initial and final coding has been made for encoder reliability. However, an external controller is used. Care has been taken to ensure that the percentage of harmony between codings is over 70% at first. At this point, Miles and Huberman's formula was used. In the study, similar answers were brought together, the frequencies of the answers in the total answers were tabulated and the frequencies were interpreted under the tables. In the comments, descriptive phenomenology was used to describe the phenomenon, interpretive phenomenology to explain it, and literature-based information to support it. In accordance with the epistemological foundations of qualitative research, instead of statistical generalization, "analytical generalization approach" has been adopted by researchers. In accordance with the nature of qualitative research, an inductive approach has been adopted, and it is aimed to reach the holistic results of the data related to the situation. As a result of the study, the students' intrinsic motivations and defined extrinsic motivations for the success of the Turkish course in the distance education process predominated, and three factors - interaction, infrastructure problems, and assessment-evaluation - which decreased the academic motivation of students towards the course in the process; It can be said that the biggest effect on students' motivation to Turkish lessons in distance education is to have a positive attitude towards the lesson and the teacher, to love the Turkish lesson or the Turkish teacher, and to have an optimistic perspective towards the process.