Textbooks are at the top of most important materials for teaching Turkish. Current textbooks have been designed for face-to-face learning. However, in distance education that started with the COVID-19 pandemic, there is a need for materials that have been adapted to technology.
The purpose of this study is to examine the Turkish teachers’ views on the usability of textbooks in the distance education process. The research is planned as a qualitative case study and its study group consists of 30 Turkish teachers who teach using distance education processes. The data was collected through an interview form and was analyzed using the technique of content analysis. As a result of the study, it was determined that middle school Turkish textbooks are not suitable for distance education in terms of listening/monitoring, speaking, writing, reading, and vocabulary teaching activities and research assignments. Furthermore, it was found out that Turkish teachers usually resort to ready-made activities when the textbooks are insufficient, and they do not/cannot create interactive content using WEB 2.0 tools.