Examination of Classroom Writing Practices in the Context of Process-Based Approach to Teaching Writing

Autor/in	Türkben, Tuncay
Titel	Examination of Classroom Writing Practices in the Context of Process-Based Approach to Teaching Writing
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.619-644 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Türkben, Tuncay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Process Approach (Writing); Writing Processes; Writing Skills; Class Activities; Educational Objectives; Textbooks; Turkish; Instructional Effectiveness; Middle School Students; Teacher Attitudes; Public Schools; Language Teachers; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Prozessorientiertes Schreiben; Writing skill; Schreibfertigkeit; Educational objective; Bildungsziel; Erziehungsziel; Textbook; Text book; Schulbuch; Lehrbuch; Türkisch; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Public school; Öffentliche Schule; Language teacher; Sprachunterricht; Ausland; Türkei
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 process-based writing criteria. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01