The relationships between dimensions of writing motivation and reading comprehension

Abstract

The purpose of the present study is to identify to what extent writing motivation can classify readers as good or poor comprehenders. The study was conducted on a total of 156 fourth graders studying at a state-run primary school in the center of Duzce, Turkey. The data were collected through the Writing Motivation Scale and the Mistake Analysis Inventory for Reading Comprehension. The participants' writing motivation and reading comprehension scores were subject to a logistic regression analysis. According to the logistic regression model, the students were less likely to be good comprehenders when they viewed themselves unsuccessful in writing. The findings suggest that reinforcement of their writing motivation will help students to construct meaning in a better way, or to become good comprehenders.

A Modified Roundtable Technique Based on Process Approach to Promote the Students Writing Achievements in Foreign Language Setting

“…Kellogg (2008) stated that learning how to write a coherent, effective text is a difficult and protracted achievement of cognitive development that contrasts sharply with the acquisition of speech and advanced writing skills require systematic training as well as instruction so that executive attention can successfully coordinate multiple writing processes and representations, while fluency is associated with the language proficiency level that has a lot to do with L2/FL writing according to Ruiz-Funes (2015). Being someone with good comprehension requires the perception that he is the one who is successful in writing (Keskin, 2015).…”