Effect of Feedback on Turkish Fourth-Grade Elementary School Students’ Fluent Writing Skills

Kaya, Bengisu; Ateş, Seyit; Yıldırım, Kasım; Rasinski, Timothy V.

doi:10.15390/eb.2019.8413

Cited by 7 publications

(3 citation statements)

References 21 publications

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“…Furthermore, there are few studies that measure the effect of an activity or approach directly on students' spelling rules and punctuation marks. However, various research has revealed that feedback increases students' fluent writing success (Hier & Eckert, 2014;Koenig, Eckert & Hier 2016;Truckenmiller et al, 2014;Kaya et al, 2020). Black and William (1998) stated that feedback was very effective in the learning processes.…”

Section: Discussionmentioning

confidence: 99%

The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly

Tavşanlı

Kara

2021

Participatory Educational Research

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skills are defined as an individual's efficacy in self-expression, ability to communicate in social life, and capacity for academic success at a later age (Tavşanlı, 2019). In addition, it is known that cognitive development, creative and critical thinking, research and problem solving skills, phonological awareness, recognition of words, reading comprehension, and using language operate at a higher level in individuals that have good writing skills (Aram 2005; Bloodgood, 1999; Shatil, Share & Levin, 2000). Because in the writing process, many cognitive skills come into play in a collaborative fashion. These processes usually require high-level thinking and skills to apply thoughts. In turn, this enables the development of many mental skills. Writing instruction and process-based writing Writing instruction is the product of a mental process that has changed over time to a structure that cares about the process, rather than the product (Lee, 2020). Accordingly, in this process, it is necessary for students to receive feedback before, during and after writing. During the writing process, it is important for the students to offer their opinions about their writings, receive feedback from teachers and their friends, and be encouraged to review and rewrite their work in order to improve their writing skills (Patchan, Schunn & Correnti, 2016). The majority of students tend to find writing activities boring and difficult because writing is the hardest skill to acquire and develop (Tavşanlı, 2018). Since writing involves the three basic mental processes of planning, drafting and reviewing, these tasks that need to be performed in these processes challenge students cognitively. In reviewing, which is the last stage of the process, it is necessary for students to read their work, find errors, and evaluate the whole text. Then, the text is rewritten in response to the outcome of the review (Schuldt, 2019). In process-based writing instruction, there are five stages that highlight the process, namely pre-writing, drafting, revising, editing, and publishing (Graham & Harris, 2017). In the prewriting, the subject to be written is decided, research is done about the writing subject, and the paper's plan is drawn. In the draft stage, the first version of the paper is presented. In the revising part, the paper is examined both contextually and formally. In the editing, the detected errors and deficiencies are corrected, and the writing is rewritten. In the sharing part, it is ensured that the papers meet with a specific audience. These steps must be performed in order to establish an effective outcome in the form of a writing. In particular, the revising, feedback and editing stages are of great importance in increasing writing success (Vattoy, Gamlem & Rogne, 2020). Revision and editing in writing Revision and editing are considered as the most important stage of the process-based writing approach and many writing learning theories (Schuldt, 2019). This stage starts with the re-reading of the texts the student has written, and ...

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Section: Discussionmentioning

confidence: 99%

The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly

Tavşanlı

Kara

2021

Participatory Educational Research

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“…The text can be evaluated in terms of ideas and content, organization, paragraph formatting, voice and tone, word choice, sentence fluency, and conventions in the rubrics used. Finally, the effect of feedback on fluent writing was presented in Kaya et al (2020). Writing skill is acquired later and develops more complicated than the other three skills.…”

Section: Giving Feedback On Writingmentioning

confidence: 99%

Systematic review of studies on writing in elementary school

Karakuş¹

2023

Istraživanja u pedagogiji

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This paper presents a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance.

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“…Alanyazında dönütlerin öğrencilerin öğrenmelerini (Kaya, Ateş, Yıldırım & Rasinski, 2020) ve öz saygılarını (Çevikbaş & Argün, 2016;Kaya vd., 2020) olumlu yönde etkilediğini ortaya koyan çalışmalar mevcuttur. Öğrencilere her hafta raporlarının değerlendirilmesinden sonra topluca dönüt verilmiştir.…”

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Demokratik Yaşama Dayalı Öğrenme Modelinin Öğrencilerin Beceri, Değer ve Tutumlarına Etkisi

Şahin

Kılıç

2022

Ulusal Eğitim Akademisi Dergisi

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Bu araştırmanın amacı; Demokratik Yaşama Dayalı Öğrenme Modeli'ne göre düzenlenmiş Eğitimde Program Geliştirme dersinin etkililiğini belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması deseni ile yürütülmüştür. Ders uzaktan eğitim yolu ile grup çalışması şeklinde düzenlenmiş, 15 hafta sürmüştür. Dersin tasarımı Demokratik Yaşama Dayalı Öğrenme Modeli'ne göre yapılandırılmıştır. Çalışma grubunu; 2020-2021 eğitim öğretim yılı bahar döneminde bir devlet üniversitesinin Eğitim Fakültesi Eğitim Programları ve Öğretim yüksek lisans programına devam eden 15 öğrenci oluşturmaktadır. Veriler görüş alma formu aracılığıyla toplanmış ve içerik analizi yoluyla analiz edilmiştir. Demokratik Yaşama Dayalı Öğrenme Modelinin öğrencilere akademik, öğretmenlik mesleğine yönelik, kişisel ve sosyal beceriler kazandırdığı sonucuna ulaşılmıştır. Öğrencilerin ders sonunda çok sayıda değer kazandıkları belirlenmiştir. Öğrencilerin modeli öğrenme açısından etkili, ilgi çekici, sistematik ve demokratik buldukları, genel olarak öğrenme adımlarının da etkili ve verimli olduğunu düşündükleri sonucuna ulaşılmıştır. Tüm sonuçlar doğrultusunda modelin etkililiğinin bu çalışma ile de desteklendiği söylenebilir. Bu doğrultuda Demokratik Yaşama Dayalı Öğrenme Modeli'nin farklı branşlarda da kullanılması ve yaygınlaştırılması önerilmektedir.

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Effect of Feedback on Turkish Fourth-Grade Elementary School Students’ Fluent Writing Skills

Cited by 7 publications

References 21 publications

The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly

The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly

Systematic review of studies on writing in elementary school

Demokratik Yaşama Dayalı Öğrenme Modelinin Öğrencilerin Beceri, Değer ve Tutumlarına Etkisi

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