Student Satisfaction with E-learning Applications in Teaching Turkish as a Foreign Language

Year 2026, Volume: 16 Issue: 1 , 85 - 102 , 28.03.2026

Merve Suroğlu Sofu , Rabia Demirkol , Sibel Ekşi

https://doi.org/10.18039/ajesi.1767946

https://izlik.org/JA92KW37YA

Abstract

This study investigates students' satisfaction with e-learning applications for learning Turkish as a foreign language on the Microsoft Teams platform. It uses a convergent mixed-methods design that combines quantitative data from 110 learners with qualitative insights gained from focus group interviews. Quantitative results suggested no significant effect of gender on satisfaction levels, but significant differences were observed across age groups, geographical origin, and native language. A higher level of satisfaction was found among younger learners, Asian students, and non-Arabic speakers. Although the data meet the assumptions of a parametric test, the results for gender should be considered with care because there is an imbalance in participants and variance. The qualitative results confirm the quantitative ones by underlining core advantages of e-learning such as flexibility, accessibility, reduction of fatigue, and improvement in writing skills, and pinpoint a number of challenges related to limited interaction, technical issues, and loss of attention. The findings together attest that satisfaction with online TFL instruction results not only from technological features but also from demographic and linguistic diversity. The study adds to the growing literature on digital language learning by offering a nuanced understanding of the experiences of the learners and has some practical implications for designing more inclusive, responsive, and learner-centered online TFL environments.

Keywords

e-learning , Google Teams. online learning , student satisfaction , Teaching Turkish as a foreign language

Yabancı Dil Olarak Türkçe Öğretiminde E-öğrenme Uygulamalarına Yönelik Öğrenci Memnuniyeti

https://izlik.org/JA92KW37YA

Abstract

Bu çalışma, Microsoft Teams platformunda yabancı dil olarak Türkçe öğrenmek için kullanılan e-öğrenme uygulamalarından öğrencilerin memnuniyetini araştırmaktadır. Çalışma, 110 öğrenciden elde edilen nicel verileri odak grup görüşmelerinden elde edilen niteliksel bilgilerle birleştiren yakınsak karma yöntem tasarımını kullanmaktadır. Nicel sonuçlar, cinsiyetin memnuniyet düzeyleri üzerinde önemli bir etkisi olmadığını gösterirken, yaş grupları, coğrafi köken ve ana dili arasında önemli farklılıklar gözlemlenmiştir. Daha genç öğrenciler, Asyalı öğrenciler ve Arapça konuşmayanlar arasında daha yüksek bir memnuniyet düzeyi tespit edilmiştir. Veriler parametrik testin varsayımlarını karşılasa da, katılımcılar ve varyans arasında dengesizlik olduğu için cinsiyetle ilgili sonuçlar dikkatle değerlendirilmelidir. Nitel sonuçlar, esneklik, erişilebilirlik, yorgunluğun azalması ve yazma becerilerinin gelişmesi gibi e-öğrenmenin temel avantajlarını vurgulayarak nicel sonuçları doğrulamakta ve sınırlı etkileşim, teknik sorunlar ve dikkat kaybı ile ilgili bir dizi zorluğu ortaya koymaktadır. Bulgular, çevrim içi YDT öğretiminden duyulan memnuniyetin yalnızca teknolojik özelliklerden değil, aynı zamanda demografik ve dilsel çeşitlilikten de kaynaklandığını ortaya koymaktadır. Bu çalışma, öğrenenlerin deneyimlerine ilişkin incelikli bir anlayış sunarak dijital dil öğrenimi konusunda giderek artan literatüre katkıda bulunmayı amaçlamakta ve daha kapsayıcı, duyarlı ve öğrenen merkezli çevrim içi YDT ortamları tasarlamak için bazı öneriler sunmaktadır.

Keywords

e-öğrenme , Google Teams. çevrimiçi öğrenme , öğrenci memnuniyeti , Yabancı dil olarak Türkçe öğretimi.

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