This study aimed to examine the motivations and intentions of Turkish language teachers and students in middle schools to use online writing tools in the post-Covid-19 period within the framework of the Technology Acceptance Model. We employed a qualitative case study design. We conducted semi-structured interviews with the study group consisting of 32 Turkish language teachers and 96 middle school students. Within the framework of the Technology Acceptance Model, we identified significant differences in Turkish language teachers’ perceptions and experiences of online writing processes. Although teachers acknowledge the benefits of online writing, they exhibit a superficial understanding of this process. Their commitment to traditional methods prevents them from using technology effectively. Students also have mixed feelings about their writing competence. Some feel competent while others feel inadequate. The need for guidance and support is evident in all age groups. Increasing the knowledge and experience of teachers and students in online writing processes is important to facilitate their adaptation to technology. We recommend targeted professional development programs to improve teachers’ technological skills. Students need differentiated support systems tailored to their grade level to foster varying perceptions of self-efficacy. Additionally, structured guidance mechanisms should be established to bridge traditional and online writing approaches.
Bal et al. (Sat,) studied this question.