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

Year 2017, Volume: 46 Issue: 2, 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

References

• *Ak, E. (2011). The effect of creative writing techniques on the written expression skills of 5th grade students in Turkish lessons. Master’s Thesis,Dokuz EylulUniversityInstitute of Educational Sciences, İzmir.
• Arıcı, A. F. (2008). University students’ written expression mistakes. UludagUniversity Journal of Faculty of Education, 21(2), 209-220.
• Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. doi: 10.1093/elt/54.2.153
• Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.doi: 10.3102/00346543074001029
• *Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1123-1141.doi: 10.12738/estp.2014.3.1720
• Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation testfor publication bias. Biometrics, 50, 1088–1101.doi: 10.2307/2533446
• *Beydemir, A. (2010). The effect of creative writing approach on writing attitude, creative writing and writing achievement in Turkish classes at fıfth grade in a primary. Master’sThesis, Pamukkale University Institute of Social Sciences, Denizli.
• Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2013). Introduction to meta-analysis (S. Dinçer, Trans.). Ankara: Anı.
• Boscolo, P. (2009). Writing in primary school. In Charles Bazerman (Ed.), Handbook of research on writing: history, society, school, individual, text (pp. 359-380). NY: LEA, Taylor & Francis.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
• Coşkun, E., Balcı, A., & Özçakmak, H. (2013). Trends in writing education: An analysis of postgraduate theses written in Turkey. Procedia-Social and Behavioral Sciences, 93, 1526- 1530. doi:10.1016/j.sbspro.2013.10.076
• Culham, R. (2003). 6+1 Traits of Writing: The complete guide grades 3 and up. New York: Scholastic.
• Cumming, G. (2012). Understanding the new statistics: effect sizes, confidence intervals, and meta-analysis. NY: Routledge.
• De Glopper, C. M., & van Kruiningen, J. F., & Hemmen, N. (2014). Context in Writing Process Research: An exploratory analysis of context characteristics in writing process research in educational and workplace settings. Poster session presented at COWR (Conference on Writing Research) of the EARLI (European Associtation for Research on Learning and Instruction), 27-29 August 2014, Amsterdam, Netherlands. doi: 10.3726/978-3-653-02367-1
• DeJarnette, N. K. (2008). Effect of the 6+1 trait writing model on student writing achievement.Doctoral Dissertation, Liberty University, Virgina.
• Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Ankara: Pegem Akademi.
• *Doğan, Y., & Müldür, M. (2014). Effect of writing training provided for 7th grade students on the story-writing skills of students. Mersin University Journal of the Faculty of Education, 10(1), 49-65.
• Dukpa, L. (1997). Using the writing process model to teach writing at the junior high school level in Durk Yul: An action research. Master’s Thesis. University of New Brunswick, Canada.
• Elbir, B., & Yıldız, H. (2012). The evaluation of graduate studies on teaching writing in the primary school. Academic Sight International Refeered Online Journal of Social Sciences, 30, 1-11.
• Ellis, P. D. (2010). The essential guide to effect sizes: statistical power, meta-analysis, and the interpretation of research results. London, UK: CUP.