Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlikleri ile Yazılı Anlatım Becerileri

Altunkaya, Hatice; Ateş, Ayşe

doi:10.17556/erziefd.338356

Cited by 9 publications

(12 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Benzer şekilde Türkiye' de yazma öz yeterliliğini değerlendiren sınırlı sayıda çalışma tespit edilmiştir. Bu konuda literatür çalışması şeklinde oluşturulan (Akar, 2008) araştırmalar olduğu gibi ortaokul öğrencilerinin yazma öz yeterliliklerini ölçmek amacıyla ölçek geliştirme ve uygulamayı içeren çalışmalar (Demir, 2011;Büyükikiz, 2012;Şengül, 2013;Korkmaz, 2015;Özonat, 2015;Altunkaya ve Ateş, 2017;Akar ve Özber, 2018); farklı yazma uygulamalarının yazma öz yeterliliklerine olan etkileri (Manay, Türkel ve Savaş, 2017) incelenmiştir. Benzer çalışmalar Türkiye dışında gerçekleştirilmiştir.…”

Section: Conclusion and Discussionunclassified

8. sınıf öğrencilerinin yazma öz yeterlilik algıları ile öykü yazma becerileri üzerine bir araştırma

Taş

Balcı²

2019

Okuma Yazma Eğitimi Araştırmaları

View full text Add to dashboard Cite

The aim of this study was to determine the relationship between eighth-grade students' perceptions of writing self-efficacy and their story writing skills. The study is a descriptive one designed within the framework of correlational research. A total of 600 eighth-grade students studying in the central districts of Hatay province (Antakya and Defne) in Turkey were included in the study group. The data of this study were evaluated using the Writing Self-Efficacy Scale developed by Pajares, Hartley, and Valiante (2001) and adapted to Turkish by Demir (2011), and the Story Writing Skills Scale developed by Temizkan (2011). The results of the study indicated that the students perceived themselves to have had high levels of writing self-efficacy. However, it was also found that the students' levels of story writing skills were at the level of "not developed". In addition, it was observed that the students who participated in the study were not sufficient in the main and sub-dimensions of the story writing skill scale. The results of this study revealed a statistically significant difference between eighth-grade students' scores on writing self-efficacy scale and their story writing skills. Students' perceptions of writing self-efficacy and story writing skills differed statistically in terms of gender as well. Based on the results of this study, it was concluded that there was a small correlation between the total score obtained for eighth-grade students' perception of writing self-efficacy and their story writing skills.

show abstract

Section: Conclusion and Discussionunclassified

8. sınıf öğrencilerinin yazma öz yeterlilik algıları ile öykü yazma becerileri üzerine bir araştırma

Taş

Balcı²

2019

Okuma Yazma Eğitimi Araştırmaları

View full text Add to dashboard Cite

show abstract

“…The findings of many studies demonstrated the relationship between writing performance and writing self-efficacy perceptions. In studies conducted in different populations, self-efficacy perceptions were found to affect writing performance (see Altunkaya & Ateş, 2017;Bulut, 2017;Hetthog &Teo, 2013;Nicolaidou, 2012;Xu & Baek., 2011). Research on the self-efficacy perceptions of students from elementary school to higher education level revealed different results related to the gender variables.…”

Section: Discussionmentioning

confidence: 99%

“…In a similar context, Aydin and Duğan (2018) determined that female university students had higher efficacy in applying grammar rules than male students did. Altunkaya and Ateş (2017) focused on the relationship between the writing self-efficacy and writing performance of learners of Turkish as a foreign language, and indicated that female learners had higher scores. Although various studies in the literature Bağci (2007), Özdemir (2008), Yilmaz, Yiğit, Kaşarci (2012), Baş & Şahin (2012) reported that writing self-efficacy perceptions are more positive in women, some studies Ekici (2008), Ülper & Bağci (2012), Eggleston (2017) could not reveal a difference in self-efficacy based on gender.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on writing self-efficacy perceptions in Turkey focused on learners of Turkish as a foreign language (Büyükikiz, Uyar & Balci, 2013;Altunkaya & Ateş, 2017;Erdil, 2017), elementary school students (Bulut, 2017), middle school students (Arslan, 2018) and teacher candidates (Batar & Aydin, 2014;Altunkaya & Topuzkanamiş 2018). However, in the present study, students' writing self-efficacy perceptions were examined in high schools of different type.…”

Section: Introductionmentioning

confidence: 87%

See 1 more Smart Citation

Examining High School Students’ Writing Self-efficacy Perceptions

Demirel

Aydın

2019

IJELS

View full text Add to dashboard Cite

The aim of this study was to investigate whether high school students’ writing self-efficacy perceptions differ based on their gender, grade level, type of high school and the number of books they read annually. A total of 585 students (Females = 270; and Males = 315) studying in the ninth and tenth grade classes from high schools of different type participated in the study. The results showed that high school students’ self-efficacy perceptions differed based on their gender, grade level, school type and the number of book they read annually. This difference was observed in the writing stages of planning, drafting, revision and modification. Consequently, it was concluded that reading books positively affected individuals’ writing self-efficacy.

show abstract

“…Therefore, writing often turns into a difficult process for both second (SL) or foreign language (FL) learners and first language (L1) learners (Belet & Yaşar, 2007;Idris, 2009;Mah et al, 2017). This also applies to for international students who come to Turkey from different countries and learn Turkish as a second language (TSL) (Tiryaki, 2013;Altunkaya & Ateş, 2017). Writing skill has a complex structure consisting of cognitive, affective and psychomotor dimensions.…”

Section: Introductionmentioning

confidence: 99%

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

Moralı

Boran

2021

CJES

View full text Add to dashboard Cite

The purpose of this correlational study was to explore the relationship between writing anxiety and writing self-efficacy levels of international students learning Turkish as a second language. Data were collected from a convenience sample of 204 international students through “Writing Anxiety Scale for Learners of Turkish as a Foreign Language Scale”, “Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language” and a personal information form. In the analyses of the data, descriptive statistics, Mann-Whitney U test, Kruskal-Wallis-H test, Spearman's Rank-Difference Coefficients of Correlation were used. In this study, international students were found to have medium levels of writing anxiety and high levels of writing self-efficacy. Analyses indicated that male students had higher levels of action-oriented writing anxiety than female students. It was also found that doctoral students had higher levels of action-oriented writing anxiety than undergraduate students. Lastly, it was determined that there was a low and positive correlation between international students' writing self-efficacy and action-oriented writing anxiety. Keywords: writing, anxiety, self-efficacy, Turkish as a second language

show abstract

Yabancı Dil Olarak Türkçe Öğrenenlerin Yazma Özyeterlikleri ile Yazılı Anlatım Becerileri

Cited by 9 publications

References 12 publications

8. sınıf öğrencilerinin yazma öz yeterlilik algıları ile öykü yazma becerileri üzerine bir araştırma

8. sınıf öğrencilerinin yazma öz yeterlilik algıları ile öykü yazma becerileri üzerine bir araştırma

Examining High School Students’ Writing Self-efficacy Perceptions

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

Contact Info

Product

Resources

About