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İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazma stratejileri kullanımı ve onların yazma için okuma ve yalnızca yazma aktivitelerine karşı tutumlarının incelenmesi

Year 2017, Volume: 13 Issue: 2, 535 - 560, 01.12.2017

Abstract

Bu çalışma İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazma stratejileri kullanımı ve onların yazma için
okuma ve yalnızca yazma aktivitelerine karşı tutumlarının incelenmesi için yapılmıştır. Çalışmanın temel amacı
yazma için okuma ve yalnızca yazma grupları arasında yazma performansları arasında herhangi bir farklılık olup
olmadığını ortaya çıkarmaktır. Ayrıca iki grup arasında yazma stratejileri kullanımı açısından herhangi bir fark
olup olmadığı da incelenmiştir. Bunun yanında, İngilizceyi yabancı dil olarak öğrenen İranlı öğrencilerin yazma
için okuma aktivitelerine karşı tutumlarına da bakılmıştır. Isfahan Sobhe Sadegh yüksek eğitim kurumunda
eğitim gören 34 öğrenci çalışmaya katılmıştır. Veriler, yazma için okuma dersinde, öğrencilerin yazma,
akademik yazma stratejileri ve öğrenci görüşmeleri yolu ile toplanmıştır. Bağımsız örneklem t testi sonuçları
yazma için okuma grubundaki öğrencilerin sadece yama dersindekilerden daha başarılı olduğunu göstermiştir.
Ayrıca MANOVA sonuçları iki grup arasında yazma stratejileri kullanımı açısından herhangi bir farklılık
olmadığını göstermiştir. Son olarak nitel veri analizi sonuçlarına göre okumanın yazma performansları üzerine
olumlu etkileri olduğunu düşündükleri için öğrenciler yazma için okuma dersine karşı olumlu tutuma sahip
olduğunu göstermiştir

Exploring EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks

Year 2017, Volume: 13 Issue: 2, 535 - 560, 01.12.2017

Abstract

This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups. Furthermore, this study attempted to find whether there was any significant difference in the writing strategies used by Iranian EFL students in reading-to-write and writing-only groups. In addition, Iranian EFL students’ beliefs and attitudes about reading-to-write were inspected. In so doing, 34 EFL students from the Sobhe Sadegh Institute of Higher Education in Isfahan, Iran, took part in the present study. The data were collected by the students' writing, academic writing strategies and students' interviews in reading-to-write class. The data analysis, via independent-samples t-test, revealed that students in reading-to-write group outperformed students in writing-only group. Additionally, the results of MANOVA showed no significant difference in the writing strategies used by Iranian EFL students in reading-to-write and writing-only groups. Finally, qualitative analysis of data in reading-to-write class indicated that students had a positive attitude towards reading-to-write class since they believed that reading has exerted a positive effect on their writings.

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Details

Other ID JA72KB48DT
Journal Section Research Article
Authors

Azimeh Soltani This is me

Shiela Kheirzadeh This is me

Publication Date December 1, 2017
Published in Issue Year 2017 Volume: 13 Issue: 2

Cite

APA Soltani, A., & Kheirzadeh, S. (2017). Exploring EFL students’ use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. Journal of Language and Linguistic Studies, 13(2), 535-560.
AMA Soltani A, Kheirzadeh S. Exploring EFL students’ use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. Journal of Language and Linguistic Studies. December 2017;13(2):535-560.
Chicago Soltani, Azimeh, and Shiela Kheirzadeh. “Exploring EFL students’ Use of Writing Strategies and Their Attitudes towards Reading-to-Write and Writing-Only Tasks”. Journal of Language and Linguistic Studies 13, no. 2 (December 2017): 535-60.
EndNote Soltani A, Kheirzadeh S (December 1, 2017) Exploring EFL students’ use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. Journal of Language and Linguistic Studies 13 2 535–560.
IEEE A. Soltani and S. Kheirzadeh, “Exploring EFL students’ use of writing strategies and their attitudes towards reading-to-write and writing-only tasks”, Journal of Language and Linguistic Studies, vol. 13, no. 2, pp. 535–560, 2017.
ISNAD Soltani, Azimeh - Kheirzadeh, Shiela. “Exploring EFL students’ Use of Writing Strategies and Their Attitudes towards Reading-to-Write and Writing-Only Tasks”. Journal of Language and Linguistic Studies 13/2 (December 2017), 535-560.
JAMA Soltani A, Kheirzadeh S. Exploring EFL students’ use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. Journal of Language and Linguistic Studies. 2017;13:535–560.
MLA Soltani, Azimeh and Shiela Kheirzadeh. “Exploring EFL students’ Use of Writing Strategies and Their Attitudes towards Reading-to-Write and Writing-Only Tasks”. Journal of Language and Linguistic Studies, vol. 13, no. 2, 2017, pp. 535-60.
Vancouver Soltani A, Kheirzadeh S. Exploring EFL students’ use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. Journal of Language and Linguistic Studies. 2017;13(2):535-60.