Evaluation of Secondary School Students’ Writing Fluency Skills

Abstract

Developed to evaluatesecondary school students' writing fluency skills, this studyis descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students' abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the organization of ideas, and the obstacles to fluent writing using qualitative data collection tools. The research population consisted of 379 secondary school students in the city center of Hatay, Turkey.Students were given 5 minutes to write, with most texts reaching between 91 and 125 syllabes.Students' texts scored 5 points, 19-36 points, and 3 points on the "Accuracy," "Syntactic Complexity," and "Organization of Ideas" dimensions, respectively. Students' lexical diversity was fuond to be 17.48% when taking polysemy into account, however, the lexical diversity ratios of the students are 20.9%. The lexical density percentage of students was found to be 86.01%

The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

“…Students who are not able to write fluently are usually faced with some problems such as cognitive demands because they need to spend much time and energy on both spelling words and individual letters (Gillespie & Graham, 2014). Several studies (e.g., Armstrong, 2010;Atasoy & Temizkan, 2016;Fellner & Apple, 2009;Pham & Tran, 2021) have indicated that fluent writers are able to go over the topics more easily while non-fluent writers have difficulties with their writing assignments. Language learners' knowledge affects fluency and fluency is improved when students enhance their knowledge of vocabulary and grammar (Atasoy & Temizkan, 2016).…”

Virtual Environments for Learning and Written Expression: A Preliminary Study [Entornos virtuales de aprendizaje y expresión escrita: un estudio preliminar]

“…= 26; r (e.) = 4; p <.005). According to these results, we can assume similarities to the investigations that have revealed benefits in the provocation of written production when students take control to generate macrostructures of the text with creativity and independence (Atasoy & Temiskan, 2016;Díaz, 2018), as applied through the intervention from virtual learning environments (VLE). Some results located in students who carry out written production through personal interactions have also reported that it corresponds to the interaction on digital platforms, allowing the power to participate in their creations as well as that of their peers as active contributors (Angoma, 2016;Katerniak & Loboda, 2016).…”

“…Because of considering them basic competences for the human being, they are dimensioned in: (a) adaptation of the text, (b) cohesion and coherence in the organization of ideas, (c) use of conventional language systems, (e) reflection and continuous assessment. Some evidence in this regard shows that all dimensions must be developed at the same time, because they must be understood as concatenated elements, avoiding considering them as progressive levels (Atasoy & Temiskan, 2016), as well as, it has been found that if there are problems for control and develop basic skills, then the higher ones would present similar problems from the school stage (Díaz, 2018), especially in subsidized schools. On the contrary, given the need for students to develop these dimensions in parallel, we find evidence that contradicts these proposals, since it has been found that the major problem lies in the transfer of written content to another language, and in the capitalization of the text (generation of macro ideas) (Ratnaningsih, 2019), instead of the competences of cohesion, coherence, adequacy and reflection, although in the Latin American evidence there are coincidences on the parallel education of the dimensions of written expression (Atasoy & Temiskan, 2016;Sánchez & López, 2019).…”

Compositional skills error analysis: The case of the university environmental engineering first-year students

“…According to Bråten et al [18], the student respondent paper's strength lies in presenting arguments effectively, not using big words. Research by Atasoy and Temizkan [19] stated that errors should not be allowed in a well-organized text. They emphasized that words must be used in the right place with the correct meaning; attention must be paid to the succinct expression of feelings and ideas thus, purging unnecessary words and sentences from the text.…”