The Academic Writing Approaches of Turkish Graduate Students of English Language

Bu çalışma, İngilizce eğitim veren bölümlerde, lisansüstü düzeydeki Türk öğrencilerin akademik yazım yaklaşım ve süreçlerini incelemektedir. Çalışmada kullanılan nicel ve nitel veriler, Türkiye'deki farklı üniversitelerin İngilizce bölümlerinde lisansüstü çalışma yapan 70 öğrenciden toplanmış olup, katılımcılar, yüksek lisans ya da doktora eğitimini sürdürüyor ya da henüz bitirmiş öğrencilerden oluşmaktadır. Nicel araştırma aracı olarak "Lisansüstü Yazma Süreçleri Envanteri" kullanılmıştır. Yarı yapılandırılmış mülakatlar uygulanmış, veriler önceden belirlenmiş kıstaslara göre toplanmıştır. Bulgular, öğrencilerin yüzeysel düzeye nazaran kısmen derin yazım yaklaşımlarına sahip olduklarını ve kavramsal düzeyde akademik yazımın beklenen unsurları konusunda farkındalıkları bulunduğunu göstermektedir. Bununla beraber, lisansüstü öğrencilerin akademik yazım süreci konusunda kesin bir bakış açısına ve bilgiye sahip olmadıkları ve dil ve psikolojik alanda birtakım zorluklar yaşadıkları ve gerek akademik yazım öğretimine gerekse psikolojik anlamda kaygı, öteleme, düşük düzeyli kişisel güven gibi nedenlerden motivasyon and eğitim desteğine ihtiyaç duydukları görülmektedir.

İngiliz Dili Alanında Lisansüstü Düzeydeki Türk Öğrencilerin Akademik Yazma Yaklaşımları

This study investigates Turkish graduate students' academic writing approaches and processes at English-based departments. Both quantitative and qualitative data were collected from 70 graduate students at English departments from different universities in Turkey. Subjects were only graduate students who have been carrying out or have recently completed their either master or doctoral studies. "The Inventory of Graduate Writing Processes" was used as the quantitative research instrument. Semi-structured interviews were also conducted under certain criteria. The findings displayed that Turkish graduate students have relatively deep writing approach compared to surface level writing and aware of the optimum components of academic writing at the conceptual level. However, they appear to be unsure about the process of academic writing, and need both explicit academic writing course and affective support due to motivational concerns, procrastination, and low self-efficacy.

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