Abstract:

Writing and writing, which is a product of the capacity of the human being to tell, occupies an important place in the Turkish teaching. Turkish teaching, mostly faced-to-face in schools, was performed through online environments for a certain period of time due to the COVID-19 pandemic. Identifying the reflections of the Turkish lessons on writing training during this period is important in terms of the mother tongue training. In this regard, the study aims to determine the reflections of the Turkish lessons performed through the online media in writing training. The work group in the study conducted in the scientific (fenomenological) design in the quality research approach is determined by the measurement sampling method, which is one of the purpose sampling methods, and consists of 18 Turkish teachers who work in the Ergani district of Diyarbakır. As a data collection tool, a semi-configured conversation guide consisting of nine open end questions has been used. A conversation was held with the participants and these conversations were recorded with the audio recording device. The data recorded by the audio recording device is written in the computer environment and analyzed using visual analysis and content analysis methods. The findings obtained from the results of the analysis have been illustrated and interpreted. As a result of the study, it can be said that in the period of pandemic online Turkish lessons are more negative to their reflection on the writing skills and writing training. The main reasons for the negative impact of writing education on the Internet lessons can be classified as follows: the low participation of students in the lessons, the lack of time of the lessons, the failure of students in this process to monitor their writing work in a healthy manner and to give them sufficient redirect and correction.

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