Examination of classroom writing practices in the context of process-based approach to teaching writing

Abstract

This research was conducted to evaluate the efforts made by Turkish teachers on developing written expression in their classrooms by considering the basic principles of the process-based writing approach and to determine whether the students' written expressions meet the basic principles of the process-based writing approach. In this respect, the method of the research was determined as a case study, a qualitative research design, and the study group consisted of 24 Turkish teachers teaching 5th, 6th, 7th and 8th grades and 24 students enrolled in these classrooms. Maximum variation sampling, a purposeful sampling method, was used to form the study group. A semi-structured interview form was used with 24 selected teachers, and the practices of these teachers and the reactions of the students in these classes were observed. A content analysis was completed in analyzing the data obtained from the observation and interview forms. In addition, the texts written by the students participating in the study were analyzed using the planned writing and evaluation scale. According to the findings obtained from the research, it was determined that in-class written expression activities were not carried out in line with the process-oriented writing approach and that the written expression products of the students did not meet the processbased writing criteria.

The Effect of Self-Regulation Strategy Development Instruction on Secondary School Students' Awareness of Metacognitive Writing

“…Yapılan tanımlardan da görüldüğü gibi yazma birçok becerinin eş zamanlı uygulamasını gerektiren bir dil becerisidir. Yazma becerisinin diğer dil becerilerine göre geç ve güç gelişen karmaşık bir yapıya sahip olduğu bilinmektedir (Demirel, 2003;Dilidüzgün, 2020;Güneyli, 2016;Harris, Graham, Mason ve Saddler, 2002;Türkben, 2021a).…”

The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students

“…The high-level thinking skills aimed to be acquired in the curriculum and the writing skill, which also contributes to the development of other basic language skills, should be developed as a whole with other language skills (MEB, 2019;Türkben, 2021a). However, this skill area requires simultaneous application of many skills and has a complex structure that develops late and difficult compared to other language skills (Çağlayan Dilber, 2014;Dilidüzgün, 2020;Güneyli, 2016;Harris et al, 2002;Türkben, 2021).…”

Ortaokul Öğrenci̇leri̇ni̇n Yazma Beceri̇leri̇, Yazmaya Yöneli̇k Tutumlari Ve Yazma Moti̇vasyonlari Arasindaki̇ İli̇şki̇

“…Yazma becerisinin hem kendi yapısından kaynaklanan "içsel", karmaşık bir süreç olması hem de uygulama sürecinde değerlendirme, dönüt ve düzeltme süreçlerinin yeteri kadar izlenememesi, sınıfların öğrenci yoğunluğu veya öğretmenden kaynaklanan dışsal sorunlar nedeniyle diğer dil becerilerine göre daha yavaş geliştiği veya yeteri kadar geliştirilemediği söylenebilir (Karatay, 2011;Türkben, 2021a). Yazma sürecinde planlama, taslak metin oluşturma ve gözden geçirme aşamalarının yetkin bir biçimde işletilmesi gerekmektedir.…”