Opinions of Instructors About Writer’s Block: Solutions and Precautions

Yıl 2023, , 145 - 165, 30.09.2023

Nejla Gezmiş

https://doi.org/10.29228/ijlet.71217

Öz

This study aims to examine instructors’ opinions about the solutions that can be done when students have writer’s block and the precautions that can prevent students from having writer’s block. Quantitative research design was applied in the analysis and interpretation of the data obtained in this descriptive study. 264 instructors working at various schools in Türkiye participated in this study by completing voluntarily a structured interview form through email, social media and other internet platforms. For the analysis of data, the replies of the participants were firstly recorded in SPSS programme, and the frequency, percentage and means of participants’ replies were calculated. This study concludes that instructors thought that they had knowledge about writer’s block. Their experience in the state and stage of writer’s block and their opinions about the precautions against writer’s block are congruous with the literature. Yet, the instructors’ opinions about solutions to writer’s block are not compatible with the literature. This is an evidence of the fact that instructors do not know what to do in case their students have writer’s block in the classroom. Consequently, it is suggested that instructors should take training about writer’s block, which is a significant obstacle for the development of writing.

Anahtar Kelimeler

Language teaching, Writing, Writer’s block, Instructors

Eğitimcilerin Yazma Tutukluğu İle İlgili Görüşleri: Çözüm Ve Önlem Önerileri

Öz

Bu çalışmada, eğitimcilerin yazma tutukluğuna yönelik görüşlerinin yazma
tutukluğunun durumu, çözümleri ve önlemleri bağlamında elde edilmesi
hedeflenmiştir. Betimsel nitelik taşıyan bu çalışmada veriler, nicel araştırma
teknikleri uygulanarak toplanmış, analiz edilmiş ve yorumlanmıştır. Türkiye’de
farklı okullarda çeşitli kademelerde görev yapan eğitimciler, elektronik posta,
sosyal medya araçları ve çeşitli internet platformları aracılığıyla kendilerine
ulaştırılan yapılandırılmış görüşme formunu gönüllü olarak doldurarak çalışmaya
katılmış ve çalışma grubunu oluşturmuştur. Katılımcıların görüşme formunu
doldurmaları ile elde edilen verilerin analizi için öncelikle katılımcıların yanıtları
SPSS programına kaydedilmiş ve sonrasında yanıtların ortalama, sıklık ve
yüzdeleri hesaplanmıştır. Analiz sonucunda, eğitimcilerin yazma tutukluğu
konusunda bilgi sahibi olduklarını düşündükleri saptanmıştır. Eğitimcilerin yazma
tutukluğunun durumu, aşamaları ve yazma tutukluğuna yönelik önlemler
konusundaki bilgilerinin alanyazındaki bilgilerle uyumlu olduğu görülmüştür.
Ancak yazma tutukluğuna yönelik çözüm önerileri ile ilişkili bilgi ve
düşüncelerinin alanyazında verilen bilgilerle uyumlu olmadığı anlaşılmıştır. Bu
durum, eğitimcilerin sınıf içerisinde yazma tutukluğu yaşandığı durumlarda ne
yapacağını bilmediğini göstermektedir. Sonuç olarak, bu araştırmada eğitimcilerin
yazma becerisinin gelişimi için önemli bir engel oluşturan yazma tutukluğu
konusunda eğitim almaları gerektiğinin altı çizilmiştir.

Anahtar Kelimeler

Dil öğretimi, Yazma, Yazma tutukluğu, Eğitimciler

Kaynakça

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