Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

Arshavskaya, Ekaterina

doi:10.46504/10201506ar

Cited by 15 publications

(19 citation statements)

References 7 publications

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“…Creative writing, which starts with creative thinking (Sahin, 2020), aims to change existing texts or write new texts with imagination and various activities (Yilmaz, 2013). In this process, students have the opportunity to think creatively, solve problems, approach events from different perspectives and make comments in a fun learning environment (Arshavskaya, 2015;Stillar, 2013;Susar Kirmizi, 2015;Wang, 2021). There are some points that teachers should pay attention to in creative writing activities.…”

Section: Creative Writingmentioning

confidence: 99%

The Social Studies and Science Pre-Service Teachers' Experiences of Creative Comics for Environmental Education

Şentürk

ÇİÇEK²

2023

IJRES

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The aim of the study is to reveal the experiences of social studies and science pre-service teachers on the use of creative comics in the teaching of subjects related to environmental education. Since this study focuses on the pre-service teachers' experiences was used phenomenology design. A totally of 65 pre-service teachers participated in the study (35 social studies teacher candidates, and 30 science teacher candidates). Within the scope of the research, environmental education was given to pre-service teachers during one semester. This education process also includes creating and using creative comics in environmental education. Semi-structured interviews and observations were used as data collection methods. Thematic analysis method was used in the analysis of the data. The results of the research show that creative comics can be used as an alternative teaching material in environmental education. According to pre-service teachers, creative comics enrich the learning environment. Results of the research, teachers need to pay attention to some issues for efficient use of creative comics. When using creative comics, teachers should keep students away from competition and negative criticism, which can negatively affect creativity.

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Section: Creative Writingmentioning

confidence: 99%

The Social Studies and Science Pre-Service Teachers' Experiences of Creative Comics for Environmental Education

Şentürk

ÇİÇEK²

2023

IJRES

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“…Araştırmanın uygulandığı zaman dilimini analiz edildiğinde yaratıcı yazma etkinliklerinin etkili bir şekilde gerçekleştirildiği ve Türkçe Dersi Öğretim Programı'nda bulunan yazma etkinlerine göre öğrencilerin yazma isteklerinin artış gösterdiği; Türkçe ders kitabındaki etkinliklere katılmada isteksiz olan, zorlanan öğrencilerin dahi yaratıcı yazma etkinliklerinin yapılacağı dersi iple çektiği görülmüştür. Arshavskaya (2015) ikinci dil kurslarında motivasyonları düşük öğrencilerle gerçekleştirilen yaratıcı yazma çalışmalarının öğrencilerin yazma becerileri üzerinde olumlu etkisinden bahsetmiştir. Ayrıca yaratıcı yazma çalışmalarının keyifli bulunduğunu ve katılımcıların severek katıldığını belirtmiştir.…”

Section: Tartışma Ve Sonuçunclassified

Primary School 4. Grade in Turkısh Class examining Effect of Reflective Thinking Supported Creative Writing Studies on Students’ Creative Writing Skills

Erdoğan¹,

Çelikpazu

2020

Ana Dili Eğitimi Dergisi

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Bu araştırmada ilkokul 4. sınıf Türkçe dersinde yansıtıcı düşünme destekli yaratıcı yazma çalışmalarının öğrencilerin yaratıcı yazma becerilerine etkisi incelenmiştir. Araştırmanın çalışma grubu, Rize ilinin Pazar ilçesinde bulunan TOKİ İlkokulu 4/A sınıfı (14) öğrencilerinden oluşmaktadır. Araştırma, ön test-son test tek gruplu yarı deneysel bir çalışmadır. Araştırma nitel verilerle desteklenmiştir. Deneysel işlem öncesinde ve sonrasında Yaratıcı Yazma Değerlendirme Rubriği kullanılmıştır. Deneysel çalışmalar altı hafta devam etmiştir. Deneysel çalışma boyunca yazma derslerine yansıtıcı düşünme destekli yaratıcı yazma çalışmaları araştırmacı tarafından yürütülmüştür. Veri toplama araçları çalışma grubunda ön test ve son test olarak uygulanmıştır. Çalışma kapsamında nicel verilerin analizinde SPSS 20.0 istatistik paket programı kullanılmıştır. Araştırma boyunca uygulanan yansıtıcı düşünme günlükleri, içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonuçlarına göre, yansıtıcı düşünme destekli yaratıcı yazma çalışmalarının neticesinde elde edilen son test puanları ön test puanlarına göre yüksek çıkmıştır. Çalışma grubunun ön test ve son test puanları Wilcoxon İşaretli Sıralar Testi uygulanarak karşılaştırılmış ve ön test ve son test puanları arasında manidar bir farklılık olduğu bulunmuştur.

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“…ELLs’ writing and speaking apprehension results in avoidance of writing and participation and in low self‐esteem; it creates nervousness and interferes with ESL students’ comfort and motivation (Cheng, , ; Hassan, ; Pae, ). Research on creative writing and ESL students’ motivation has found that creative writing pedagogies can successfully confront ESL writing anxiety, conditioning students to approach writing with less fear of error and greater excitement for the very task of writing (Arshavskaya, ; Dougherty, , ; Dougherty & Dougherty, ; Miller, ). My experience with the WIF assignment supports these findings.…”

Section: Outcomes and Pedagogical Implicationsmentioning

confidence: 99%

Using “where I'm from” poems to welcome internationalESLstudents into U.S. academic culture

Ivanova

2018

TESOL Journal

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Having opportunities to write about their cultures and identities validates and engages students of English as a second language (ESL) by giving them a voice and a platform to promote ideas and values that the dominant society may marginalize (Christensen, 2000; Cummins, 2001; Cummins & Early, 2011). Identity‐based pedagogies, however, tend to focus on domestic ESLs and on K–12 school contexts, while their potential for international ESL students at the university level has not been well appreciated. This article advocates for the inclusion of identity‐based writing assignments in the university ESL curriculum by describing and theorizing the use of a “where I'm from” poem writing assignment in a first‐year credit‐bearing course for international ESL students. The article shares new ideas for teaching the popular writing assignment in ways that create opportunities for foreign students to feel connected and integrated on campus. The article argues that welcoming international ESL students into writing through a “where I'm from” poem assignment supports not only their sense of belonging, but also their writing skills and their academic success in the United States.

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Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

Cited by 15 publications

References 7 publications

The Social Studies and Science Pre-Service Teachers' Experiences of Creative Comics for Environmental Education

The Social Studies and Science Pre-Service Teachers' Experiences of Creative Comics for Environmental Education

Primary School 4. Grade in Turkısh Class examining Effect of Reflective Thinking Supported Creative Writing Studies on Students’ Creative Writing Skills

Using “where I'm from” poems to welcome internationalESLstudents into U.S. academic culture

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