Özet:

With the rapid and diversified development of technology in the 21st century, information technology has progressed in parallel with it. In light of these developments, distance learning studies in education have begun to be seen and the process has been carried out independently of the place and time by excepting the usual educational practices. Remote learning is often compared with traditional teachings in terms of learning experiences such as success, satisfaction and attitude. As a result of the benefits of the individual, the remote education system is voluntarily applied; for some exceptional reasons (pandemia) it is also mandatory to this system. In December 2019, a series of measures were taken in China's Hubei state in the city of Vuhan to make the virus known as COVID-19 appear and to show its impact throughout the world in a short time. One of the measures taken was the interruption of the training. In the framework of distance learning, Turkish lessons are also transmitted to students. Turkish teaching is also a course process that requires application in the framework of four basic language skills, which takes an active role by the student and is structured using the rotating. With these elements in mind, the Turkish education will be assessed in the framework of the teachers’ opinions on how and how the distance education is given. The research is designed as a quality. The study group was formed by 35 Turkish teachers selected by random sampling method. A semi-configured interview form was used in the collection of data. The results are concluded with the method of content analysis. The research has found that the Turkish lesson given by distance learning remains in many points only theoretically and has deficiencies in the acquisition of other skills other than the ability to listen.

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