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. It is important for mother language education to determine the reflections of Turkish lessons held during this period on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. In the qualitative research approach, in the phenomenological design, the study group was determined by the criterion sampling method, which is one of the purposive sampling methods and consists of 18 Turkish teachers working in the Ergani district of Diyarbakır province. A semi-structured interview guide consisting of 9 open-ended questions was used as a data collection tool. One-on-one interviews were conducted with the participants and these interviews were recorded with a voice recorder. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The findings obtained as a result of the analyzes were tabulated and interpreted. 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 main reasons why writing education is negatively affected by online courses can be listed as follows: Low student participation in the lessons, insufficient duration of the lessons, not being able to control the writing activities of the students in a healthy way and not giving them sufficient feedback and corrections.

Pandemic, online lesson, Turkish teaching, writing teaching.