Problem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers.
Purpose of the Study:This study reports on the result of a study on the writing anxiety and writing disposition of Turkish students from different socio-economic status backgrounds studying at public secondary schools. Determining whether there is a significant difference between the secondary school students' scores from writing anxiety and writing disposition constitutes the research problem of this study.Method: This descriptive study uses a correlational survey model. The participants included 707 students from grade five through eight, who attended two different tests: the Writing Apprehension Scale and Writing Disposition Scale.
Findings:The results showed that three of the six variables under study (gender, anxiety and writing disposition levels was found. Apparently, the more students liked Turkish course, the more anxious they became; a significant difference was found for the variable "positive attitude toward Turkish courses" for both scales. The results also showed that female students are more likely to encounter writing anxiety than male students.
Conclusion and Recommendations:The severity of writing anxiety should be dealt with carefully as it can prevent students from becoming competent writers. The link between writing anxiety and writing disposition proposed in this article further explores the advantages and disadvantages of these two aspects of writing. It is recommended that writing anxiety be studied in different contexts because further understanding the reasons for anxiety when students produce qualified writing can be elaborated in this way.
The technological developments that have directed 21st century skills have brought new content and dimension to narrative by integrating story narration, one of the earliest verbal narrative skills of mankind, with digital technology. The purpose of this study is to determine the effect of web-based digital story preparation on the literacy self-efficacy perceptions of Turkish teacher candidates in the digital media using pre-test, posttest, experimental-control group and semi-experimental design. A total of 60 teacher candidates, including 30 experimental groups and 30 control groups attending to the Teaching Principles and Methods Course in Mersin University Education Faculty Turkish Education Department participated in the study in 2016-2017 academic year. The research data were collected by the "Digital Media-Oriented Literacy Self-efficacy Scale" developed by the researchers. As a result of the study, Digital Media-Oriented Literacy Self-efficacy levels were observed to increased in both groups. However, a statistically significant difference was found only between pre-test and post-test scores of the self-efficacy perceptions of the Turkish teacher candidates who prepared a web-based digital story in the cooperative learning approach. It is suggested regarding the results of the study that in other studies, digital storytelling approach can be utilized by taking into consideration the content of both field and cultural courses, and also that researchers can investigate the effects of digital storytelling in terms of various variables.
The main purpose of this study is to examine the effect of the planned writing model on the writing anxiety, selfefficacy and Turkish course achievement of those learning Turkish as a foreign language. For this purpose, a 6week planned writing model was applied in the research. The study group of the research consisted of 32 students studying at a public university in Ankara and taking a B2 level Turkish education course for foreigners. The data of the study were collected through the "Writing Anxiety Scale for Those Learning Turkish as a Foreign Language" developed by Şen and Boylu (2017) and the "Writing Skill Self-Efficacy Scale for Foreigners Learning Turkish as a Second Language" developed by Büyükikiz (2012). According to the findings, there was a significant difference in writing anxiety and writing skills self-efficacy scores by gender variable, while no difference was found by regular reading in native language. In addition, it was observed that the planned writing model had a positive effect on students' writing anxiety, writing skills self-efficacy and level achievement in favour of the post-test.
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