A RESEARCH ON THE FEEDBACK SPECIES OF THE TURKISH TEACHERS USED IN THE PROCESS OF TEXT PROCESSING

The aim of this study is to reveal the types of feedback used by Turkish teachers in the course of the course process and to create awareness about the types of feedback that can be given in the process. In the study, interview, observation and document analysis methods were used within the framework of qualitative research approach. The study was conducted on a study group consisting of 28 Turkish teachers from Kayseri and Samsun. The study group was formed by preferential and clustering sampling methods. The data analyzed in this study were obtained by using a semi-structured interview form with two questions and a descriptive analysis was performed. The data obtained with the observation form are the feedback given to the teacher's questions and answers by the content analysis technique, the feedback given during the lecture process at the end of the lesson, the feedback given by the teacher on the student's feedback, and the codes and themes examined by the peers. It indicated. According to the results obtained, Turkish teachers, regardless of the region, give more evaluative and verbal feedback to the whole class, but they use less descriptive, process-based and written feedback types. It was determined that there was consensus on the importance of giving feedback in the process of text processing of Turkish teachers, but they experienced problems related to what skill area, when, how and what kind of feedback could be given