STRATEJİ EĞİTİMİNİN LİSANS ÖĞRENCİLERİNİN STRATEJİ KULLANIM SIKLIĞINA VE YAZMA SÜRECİNDE KARŞILAŞTIĞI ZORLUKLARA DAİR ALGILARINA ETKİSİ

Bu araştırmanın amacı, öğrencilerin yazma sürecinde karşılaştıkları zorlukları belirlemek, yazma stratejileri eğitiminin yazma sürecine yönelik algıları üzerindeki etkisini ve yazma stratejileri kullanımına etkisini incelemektir. Bu amaçlar için karma yöntem araştırma tasarımı kullanılmıştır. Araştırmanın katılımcıları Bingöl Üniversitesi İngiliz Dili ve Edebiyatı Bölümü'nde öğrenim gören 78 lisans öğrencisinden oluşmuştur. Bu katılımcılar 42 kontrol grubu ve 37 deney grubu olmak üzere ikiye ayrıldı. Deney grubundaki 24 öğrenciyle iki açık uçlu soruyla görüşülmüştür. Görüşme sonucunda elde edilen bulgular, öğrencilerin yazma sürecinde fikir sunma, bu fikirleri düzenleme, dilbilgisi kurallarına uyma, zamanı yönetme, uygun kelime seçme ve noktalama işaretlerini doğru kullanma açısından sorun yaşadıklarını ortaya koymuştur. Ayrıca, hemen hemen tüm katılımcıların strateji eğitiminden sonra strateji kullanımının yazma öncesi, yazma esnası ve yazma sonrası aşamalarda arttığını ve nitel veri sonuçlarının katılımcıların yazma sürecinin her aşamasında strateji kullanımından yana olduklarını ortaya çıkarmıştır.

THE EFFECT OF STRATEGY TRAINING ON UNDERGRADUATE STUDENTS’ FREQUENCY OF STRATEGY USE AND PERCEPTIONS OF CHALLENGES FACED IN WRITING PROCESS

The aim of this study is to determine the difficulties that students face in writing process, to investigate the effect of writing strategies training on their perception towards writing process, and on the students’ use of the writing strategies. For these purposes, a mixed-method research design was used. Participants consisted of 78 undergraduate students studying in the English Language and Literature Department at Bingöl University. Control group consisted of 42 participants where as there were 37 participants in experimental group. 24 students in the experimental group were interviewed through two open- ended questions. The findings obtained through the interview revealed that students experienced problems in the writing process in terms of presenting ideas, organizing these ideas, obeying the grammar rules, managing the time, choosing appropriate words and using proper punctuation marks. It was also revealed that almost all participants’ strategy use increased after strategy instruction at pre- writing, during writing and post writing stages and the qualitative data results indicated that participants were in favor of strategy use for each stage of the writing process

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