The impact of process-based writing instruction on l2 learners’xx writing performances and self-efficacies

Tez Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkiye

Tez Danışmanı: Kenan Dikilitaş

Tezin Onay Tarihi: 2017

Tezin Dili: İngilizce

Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu

Özet:

his study investigates the potential impact of process-based writing (PBW) instruction on EFL learners. The impact on writing scores will be measured through writing assignment before and after Process -Based Writing Training period (PBWT), while the impact on affective factors will be assessed through qualitative data collection tools such as students written reports and focus group interviews. In order to sustain complete information and strengthen evaluation conclusions, a convergent mixed method was applied in the research. The combination of qualitative and quantitative methods presented two types of data: the quantitative data, that was obtained through pre- and post-writing training period to check students' writing self-efficacy and the qualitative data, which was collected through open-ended questions and focus group interviews before during and after the four -week, 20 class- hour PBWT period. The study was conducted with 24 pre-intermediate EFL students learning English for academic purposes (EAP). It is, therefore, important for them to develop affective factors that may interfere with writing process. The results will have implications for students, teachers, and syllabus designers.