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Abstract
With the developing technology, traditional writing with paper and pen has largely been replaced by digital writing tools. Investigating digital writing, therefore, has become essential. The study examined pre-service Turkish teachers' attitudes toward writing in the digital environment and its relation to several variables. Designed as quantitative research, this study employed a descriptive survey model. The research population included pre-service Turkish teachers, and the participants were 556 pre-service Turkish teachers at 18 different state universities in Turkey. The Attitude Scale for Digital Writing (DWS) and the personal information form were used as data collection tools. Data analysis was carried out with package program. The study revealed that the pre-service Turkish teachers' digital writing attitudes were moderate. The findings showed that the participants who owned a personal computer or tablet and were competent in digital writing programs developed more positive attitudes toward writing in digital environments than the other participants. Additionally, we identified that the participants with a high frequency of digital device usage in writing and playing digital games also had more positive attitudes than others. The participants' attitudes toward digital writing did not differ significantly based on their social media use, average daily Internet use, and perceived legibility and aesthetics of their handwriting.