Bu araştırmanın amacı, yazma stratejileri eğitiminin Türkçe öğretmenliği 1. sınıf öğrencilerinin yazılı anlatım başarılarına olan etkisini belirlemektir. Bu amaç doğrultusunda, ön test-son test kontrol gruplu yarı deneysel desene başvurulmuştur. Araştırmada yarı deneysel desen kullanıldığından dolayı evren ve örneklem seçilmemiş, bunun yerine çalışma grupları alınıp grupların eşitliği üzerinde durulmuştur. Kontrol grubu 18 kız, 6 erkek olmak üzere toplam 24 kişiden, deney grubu ise 21 kız, 5 erkek olmak üzere toplam 26 kişiden oluşmaktadır. Çalışmada ölçme aracı olarak Yazılı Anlatımı Değerlendirme Ölçeği kullanılmıştır. Araştırmanın sonunda deney grubu öğrencilerinin yazma başarısı ön test ve son test puanları arasında son test lehine anlamlı farklılık olduğu, kontrol grubu öğrencilerinin yazma başarısı ön test ve son test puanları arasında anlamlı farklılık olmadığı tespit edilmiştir.

This research was conducted with an aim to analyze the writing dispositions of the 6 th grade students in terms of different variables. The research was carried out based on the descriptive survey model. The participants of the research are composed of a total of 672 students as 342 male students and 330 female students from Ankara, Balıkesir, Bartın, Adana, and Kayseri. The research data were obtained by the application of "Personal Information Form" developed by the researchers and "Writing Disposition Scale" developed by Piazza and Siebert (2008) and adapted to Turkish by İşeri and Ünal (2010). For the evaluation of the data, percent, frequency, average scores, t-tests of the independent groups, one-way analysis of variance (ANOVA) and post-hoc tests as Scheffe and Dunnett-C, Kruskall-Wallis-H and Mann-Whitney-U tests were applied. As a result of the findings obtained, it was found out that the dispositions of the 6 th grade students vary by gender, monthly income of the family, home city, frequency of reading books and whether they read a periodical on a regular basis whereas such writing dispositions of the 6 th grades did not vary by GPA (grade-point average) and whether the family bought a newspaper for home on a regular basis..

The objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety.

The number of studies regarding determining reading and writing strategies that students use and the effect of strategy training on skills development is quite abundant. However, no study has ever investigated whether there is a correlation between reading and writing strategies in terms of frequency of use. In spite of this, there have been several resources indicating that reading and writing skills are interrelated. Based on the assumption that this indication might possibly impact the use of strategies to some extent, current research aimed to determine the types of strategies used by first grade undergraduate students at a faculty of education together with their frequency of use and if there is a correlation between two scores. To conduct the research, 420 first-grade participants from various departments of Necatibey Faculty of Education, Balıkesir University were selected. As for the data collection, these students were administered a Reading Strategies Survey (RSS) developed by Karatay (2007) and a Writing Strategies Survey (WSS) developed by Ülper (2011). Related statistical analyses were conducted based on the data gathered from the scale, revealing that females used reading and writing strategies more often than males, and there was a moderate and positive correlation between the frequencies of the uses of writing and reading strategies. Apart from that, no difference was detected in terms of departments.

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