An Analysis of Writing Dispositions of 6th Grade Students in terms of Different Variables

Tabak, Gürkan; Topuzkanamış, Ersoy

doi:10.13054/mije.14.15.4.2

Cited by 6 publications

(7 citation statements)

References 8 publications

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“…According to Piazza and Siebert (2008), disposition is like "a broad construct within the affective domain in which writers bring to their writing such resources as selfdiscipline, perseverance in the face of difficulties, tolerance of ambiguity, autonomy, willingness to take risks, motivation, self-efficacy, and interest" (p. 275). According to Tabak and Topuzkanamis (2014), disposition is a psychological term that expresses a way of acting voluntarily and consciously.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Çocuk¹,

Yelken²,

Özer³

2016

EJER

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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.

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Section: Introductionmentioning

confidence: 99%

“…Although some research related to writing disposition on a national scale has been found in the literature (Avcı & Iseri, 2014;Bas, 2012;Iseri & Unal, 2010;Tabak, 2014), the number of writing disposition-based studies is not comparable to that of writing anxiety based research on an international scale (Pytash & Li, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Çocuk¹,

Yelken²,

Özer³

2016

EJER

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“…Zorbaz [43] detected that girls enjoyed writing more, and the boys had higher writing anxiety than the girls. Işeri [28], Baş and Şahin [7], Tabak and Topuzkanamış [36], and Uçgun [39] detected in their researchers that writing dispositions of girls were in a more positive level compared to boys.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examination of Legibility and Writing Speeds of Primary School Students with Respect to Writing Disposition and Writing Style

Memiş¹

2018

ujer

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Relational screening from descriptive screening models was used in this study in which legibility and speeds of writings of primary school students with respect to writing disposition and different writing styles were examined. A sample of 325 children in the 4th and 5th grades attending schools in the Kdz. Eregli participated into the study. According to the results of the study, writing dispositions of the girl students in both grades were higher than those of the boy students, and there was a significant different there between. While the writing dispositions of the fifth grade students were higher, it did not differentiate with the fourth grade students. There was a high-level, positive and significant relationship between cursive italic writing and manuscript writing legibility. There was a positive, medium-level and significant relationship between cursive italic writing legibility and writing speed with manuscript letters. There was a medium-level, positive and significant relationship between manuscript writing speed and cursive italic writing speed. In both writing style, as legibility increased, writing disposition points also increased; in all legibility dimensions, a significant difference was determined between the students in terms of writing disposition.

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“…They are repeated and habitual pattern of behavior, rather than a one-time occurrence. They are not a static characteristic of personality; they can be nurtured and changed (Cocuk, Yelken, Ozer;Tabak & Topuzkanamis, 2014).…”

Section: Expository Writingmentioning

confidence: 99%

“…Accordingly, a few number of studies address writing dispositions and they can be classified into four different strands of research.The first strand of research either reported the development and validation of the Writing Dispositions Scale (WDS) (Piazza & Siebert, 2008) or reported how to adapt this scale to different contexts (Işeri & Ünal, 2010). Based on these studies, Writing Disposition Scale is found valid and reliable and it is the only research instrument known to assess writing dispositions.The second set of studies explored the nature of writing dispositions either qualitatively by analyzing students' narrations about them (Reid, 2017) or quantitatively through applying WDS to evaluate students' writing dispositions (Irseri, 2010;Mcclenny, 2010;Pytash & Li, 2014;Tabak & Topuzkanamis, 2014;Unal, 2010).…”

Section: Expository Writingmentioning

confidence: 99%

Using Salmon's E-tivities Learning Model for Developing EFL Preservice Teachers' Creative Writing Skills and Writing Dispositions

El-Sweedy¹

2019

مجلة کلية التربية. بنها

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An Analysis of Writing Dispositions of 6th Grade Students in terms of Different Variables

Cited by 6 publications

References 8 publications

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

Examination of Legibility and Writing Speeds of Primary School Students with Respect to Writing Disposition and Writing Style

Using Salmon's E-tivities Learning Model for Developing EFL Preservice Teachers' Creative Writing Skills and Writing Dispositions

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