The effect of planned writing model on writing anxiety, self-efficacy and B2 Level achievement of learners of Turkish as a foreign language

Abstract

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.

Exploring the relationship between writing anxiety and writing self-efficacy of international students learning Turkish as a second language

“…It was determined that there was a high level of relationship between creative writing skills of learners of TSL and their self-efficacy perceptions (Melanlioğlu & Demir Atalay, 2016b) while the use of reflective diary causes changes in the sub-dimensions of WSE (Melanlioğlu & Demir Atalay, 2016a). It was also found that planned writing activities had a positive effect on students' WA, WSE and achievement (Çocuk & Yanpar Yelken, 2021).…”

Genre-Based Approach for Better Recount Writing in the Classroom

“…Ability to observe and a vast vocabulary are also important skills for students to have (Hao, Lee, Chen, and Sim, 2019;Nguyen and Boers, 2019;Polatcan and Sahin, 2019;Sari and Wahyudin, 2019). Content, organization, purpose, audience, punctuation, spelling, and others are all elements of writing that students need to master (Cucok and Yelken, 2021).…”

Write Recount Text Learning Using a Genre-Based Approach in German Literature Class

“…Writing skill is a complex language skill and the most difficult compared to other language skills (Ahmadian et al, 2015;Farhadi et al, 2016;Raoofi et al, 2017;Sidky, 2019;Babayigit, 2019;Amalia et al, 2021) because writing involves cognitive, affective and creative elements (Polatcan & Şahin, 2019;Karaman, 2020). Students must also have the ability to observe and a rich vocabulary (Hao et al, 2019;Nguyen & Boers, 2019;Polatcan & Şahin, 2019;Sari & Wahyudin, 2019) and understand grammatical features and aspects of writing such as content, writing organization, purpose, readership, punctuation, spelling, and others (Paker & Erarslan, 2015;Çocuk & Yelken, 2021).…”

“…These scribbles and words can make students feel frustrated (Sidky, 2019). Thus, the complexity and difficulty of writing are also influenced by psychological factors of learners, such as frustration and anxiety (Çocuk & Yelken, 2021). Although writing is the most difficult skill, it is still an important skill and must be taught in foreign language learning.…”