Publication: Süreç temelli yazma yaklaşımlarının yazma becerisine etkisi: bir meta-analiz çalışması
Abstract
Bu çalışmanın amacı, alan yazında yapılan araştırmalardan elde edilen sonuçları birleştirerek süreç temelli yazma yaklaşımlarının ana dil olarak Türkçenin öğretiminde öğrencilerin yazma becerilerini ne düzeyde etkilediğini tespit etmektir. Son on yılda, Türkçe öğretiminde süreç temelli yazma üzerine yapılan deneysel ve yarı deneysel çalışmaları değerlendirmeye alan bu çalışma, ayrıca yazma becerilerinin çalışmaların kendine özgü özelliklerine göre farklılaşıp farklılaşmadığını tespit etmeyi hedeflemektedir. Hazırlık, taslak, gözden geçirme ve yayınlama gibi aşamaları olan süreç temelli yazma; 4+1 Planlı Yazma ve Değerlendirme Modeli, 6+1 Analitik Yazma ve Değerlendirme Modeli ve Yaratıcı Yazma olmak üzere üç modeli içinde barındırmaktadır ve bu çalışmada belirtilen modellerle yapılan çalışmalar değerlendirmeye alınmıştır. 21 çalışmadan elde edilen 25 alt çalışma analize dâhil edilmiş ve süreç temelli yazma yaklaşımlarının öğrencilerin yazma beceri düzeyleri üzerindeki etkisi g=1.93 olarak hesaplanmıştır. Bu değer, geniş düzeyde bir etki büyüklüğünü ifade etmektedir. Ayrıca etki büyüklük değerlerinin uygulamada kullanılan süreç temelli yazma modeline ve öğrenim düzeyine göre farklılaşmadığı görülürken uygulama süresine, uygulamada kullanılan metin türüne ve örneklem büyüklüğüne göre anlamlı bir şekilde farklılaştığı görülmüştür.
The aim of this study is to combine the results obtained from the research in the literature and to determine the level of writing skills of process writing approaches in teaching Turkish as a mother-tongue. This study, which evaluates single and semi-part studies on writing throughout the process of teaching Turkish in recent years, also aims to determine whether writing features differ according to their unique characteristics. Process-based writing, which has stages such as preparation, draft, review and publication, includes three models: 4+1 Planned Writing and Evaluation Model, 6+1 Analytical Writing and Evaluation Model and Creative Writing, and the studies carried out with these models were evaluated in our study. 25 sub-studies obtained from 21 studies were included in the analysis and the effect of Process-Based Writing Approaches on students' writing skill levels was calculated as g = 1.93. This value represents a large effect size. In addition, while the effect size values did not differ according to the process-based writing model used in the application and the level of education, it was observed that they differed significantly according to the application duration, text type used in the application and sample size.
The aim of this study is to combine the results obtained from the research in the literature and to determine the level of writing skills of process writing approaches in teaching Turkish as a mother-tongue. This study, which evaluates single and semi-part studies on writing throughout the process of teaching Turkish in recent years, also aims to determine whether writing features differ according to their unique characteristics. Process-based writing, which has stages such as preparation, draft, review and publication, includes three models: 4+1 Planned Writing and Evaluation Model, 6+1 Analytical Writing and Evaluation Model and Creative Writing, and the studies carried out with these models were evaluated in our study. 25 sub-studies obtained from 21 studies were included in the analysis and the effect of Process-Based Writing Approaches on students' writing skill levels was calculated as g = 1.93. This value represents a large effect size. In addition, while the effect size values did not differ according to the process-based writing model used in the application and the level of education, it was observed that they differed significantly according to the application duration, text type used in the application and sample size.