Türkiye'de Yazma Müdahalelerinin Etkililiğini İnceleyen Lisansüstü Tezlere Yönelik Bir İçerik Analizi

Abstract

Bu çalışma, Türkiye’de yazma müdahalelerinin etkililiğinin araştırıldığı lisansüstü tezlerin çok boyutlu olarak incelenmesini amaçlamaktadır. Bu kapsamda, eylem araştırması veya deneysel/yarı deneysel yöntemlerle desenlenen 157 tez içerik analizine tâbi tutulmuştur. Tezlerin tür, yıl, sınıf düzeyi, araştırma yöntemi gibi betimsel karakteristikleri açık; öneriler gibi yoruma ve sentezlemeye uygun bölümleri ise örtük yaklaşımla analiz edilmiştir. Tezlerdeki yazma müdahaleleri, yazma çıktıları, anahtar kelimeler ve uygulama süreçlerinin analizinde ise iki yaklaşımdan da yararlanılmıştır. Veriler MAXQDA 2022 yazılımı ile analiz edilmiştir. Çalışmanın sonuçlarına göre ortaokul düzeyi en fazla uygulamanın yapıldığı öğretim kademesi, ön-test son test kontrol gruplu desen ise tezlerde en fazla tercih edilen desendir. Yaratıcı yazma, web tabanlı teknojiler, metin türü/yapısına dayalı öğretim ve süreç odaklı yaklaşım etkisi en fazla araştırılan yazma müdahaleleridir. En fazla bulgunun rapor edildiği yazma unsurları ise “iç yapı/içerik, dış yapı/biçim ve yazma aşamaları”dır. Çalışma öğretmenlerin, araştırmacıların ve eğitim yöneticilerinin yazma öğretimine ilişkin kuramsal ve pedagojik çıkarımlar yapabilmelerine imkân verecek bulgular içermektedir.

Keywords

• Türkçe öğretimi
• yazma eğitimi
• yazma müdahalesi
• etkili yazma öğretimi
• içerik analizi

A Content Analysis of Postgraduate Theses Examining the Effectiveness of Writing Interventions in Türkiye

Abstract

This study aimed to examine postgraduate theses in Türkiye in which the effectiveness of writing interventions was investigated in a multidimensional way. In this context, 157 theses designed with action research or experimental/quasi-experimental methods were subjected to content analysis. Descriptive characteristics of the theses such as type, year, educational/grade level and research method were analyzed using the manifest approach, whereas the sections suitable for interpretation and synthesis such as recommendations were analyzed using the latent approach. Both approaches were used to analyze writing interventions, writing outcomes, keywords, and the implementation processes in the theses. The data were analyzed with MAXQDA 2022 software. According to the study results, lower secondary school was the level of education in which the most applications were made, and the pre-test/post-test control group design was the most preferred in theses. Creative writing, web-based technology, text type/structure-based instruction and the process writing approach were the writing interventions, the effects of which were most frequently researched. The elements of writing with the most reported findings were internal structure/content, external structure/form, and the stages of writing. The study included results that would enable teachers, researchers, and educational administrators to make theoretical and pedagogical inferences about writing instruction.

Keywords

• Turkish language teaching
• writing instruction
• writing intervention
• effective writing instruction
• content analysis

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