The Effect of the Process Approach on Students’ Writing Success: A Meta-Analysis

Year 2017, , 541 - 586, 15.10.2017

Hasan Basri Kansızoğlu , Özlem Bayrak Cömert

https://doi.org/10.14812/cuefd.292046

Cited By: 4

Abstract

The
aim of this study is to identify -by merging the results of a large number of
studies conducted in related literature review- at which level “writing as a
process” approach affects students’ writing success. Additionally, this paper
investigates whether the writing success level differentiates depending on
certain study characteristic. Meta-analysis has been preferred as research
method in this study and among the studies which are associated with
process-based writing practice, only the results of 21 experimental/quasi
experimental studies that are
conducted in Turkey have
been synthesized which meet the inclusion criteria In this regard, effect size
measures (Hedge g) of studies
included into meta-analysis, heterogeneity, publication bias tests and
intervening variable analysis have been done with the use of Comprehensive Meta
Analysis v2.0 (CMA) software. In the results of study, Hedge g=0,983 has been determined as the
corrected effect size related to effect of process-based writing approach on
students’ writing success levels. This value indicates that process-based
writing approaches affect students’ writing success levels to a large extent.
The results of this study reveal that -despite of teaching levels- process based
writing model, duration of practice, text type used in practice and publication
type in which practice has been reported do not make a statistically
significant difference in effect sizes.

Keywords

Process-based writing approach, Turkish language instruction, Writing success, Meta-analysis

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