Reflections of online Turkish lessons during the pandemic period on writing education

Language, which provides communication and interaction between people, is one of the most important tools that ensure the development and progress of societies. In this respect, Turkish education and teaching is of great importance in educational activities. Turkish teaching consists of the four basic language skills of listening, speaking, reading and writing. Writing which is the products of human beings' ability to tell, occupy an important place in Turkish teaching. Turkish teaching, which is mostly carried out face-to-face in schools, has been carried out online for a certain period of time due to the COVID-19 pandemic. During this period, it is of great importance to determine the reflections of Turkish lessons, which are held through online environments, on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. For this purpose, the study was carried out in the phenomenological pattern of qualitative research methods. In the study, the working group was determined by the criterion sampling method, which is one of the purposive sampling methods. Working group; The faculty of education consists of Turkish teachers who are graduates of Turkish teaching undergraduate program, have at least 3 years and maximum 10 years of professional experience, have been teaching actively during the pandemic period, and have conducted most of their lessons online during the pandemic period. A semi-structured interview form consisting of 9 open-ended questions was used as a data collection tool in order to explain the subject of the research in detail and to reveal the information about the phenomenon. One-to-one interviews were conducted with the individuals who made up the study group through this interview form, and these interviews were recorded with a voice recorder. Reminder notes were taken during the interviews to increase the robustness and transparency of the research. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The data obtained as a result of the analyzes were divided into classes and categories. In the study, similar categories were brought together and the frequencies of the categories within the total categories were tabulated and these frequencies and categories were interpreted under the tables. The reliability of the research was tried to be ensured by including sample participant opinions under the tables. Since the data obtained as a result of qualitative research could not be generalized to the population, detailed findings related to the research phenomenon were obtained by adopting the analytical generalization approach. As a result of these findings, it can be said that the reflections of online Turkish lessons given during the pandemic period on writing skills and writing education are mostly negative. The reasons why writing education is negatively affected by online courses can be listed as follows; low student participation in online courses, insufficient duration of online lessons, not being able to control the writing work of students in a healthy way and give them sufficient feedback and corrections during the online education process, students are not at a sufficient level in terms of readiness for writing activities and they are reluctant for writing activities done through online environments, technical disruptions such as constant connection and sound in online courses and The lack of emphasis on writing training due to the implementation of a training for central exams in online Turkish lessons.