YAZMA ÖĞRETİMİ ARAŞTIRMALARININ GÖRÜNÜMÜNE İLİŞKİN BİBLİYOMETRİK BİR İNCELEME

Year 2022, Volume: 11 Issue: 3, 1150 - 1175, 15.09.2022

Arzu Atasoy

Abstract

Bu çalışmanın amacı yazma öğretimi araştırmalarını bibliyometrik analiz yöntemiyle incelemektir. Bu temel amaca bağlı olarak yazma öğretimi araştırmalarının dergilere, yıllara, ülkelere, yazar sayılarına, yayınların ve yazarların atıf sayılarına göre dağılımları; ortak anahtar kelime, ortak atıf-kaynak, ortak atıf-yazar, ortak yazar-ülke, ortak yazar-yazar ve bibliyografik eşleşme-ülke ağ yapıları belirlenmeye çalışılmıştır. Analizler 1172 yazma öğretimi araştırması üzerinde gerçekleştirilmiştir. Öne çıkan bazı sonuçlar şu şekildedir: Yazma öğretimi üzerine en fazla yayını olan dergi Reading and Writing’dir. Yayın sayısında 1990’dan 2020’ye doğru sürekli bir artış vardır. Araştırmaların %90,42’si en fazla 4 yazarlıdır. ABD tüm yayınların %51,1’ini; Avrupa ülkeleri %25’ini oluşturmaktadır. Anahtar kelime ağ analizinde yazma, ikinci dilde yazma, imla, yazmanın ölçülmesi-değerlendirilmesi, metin kalitesi, yazma sürecinde düzenleme ve düzeltme, öğretmen eğitimi kavramları öne çıkmaktadır. Araştırmacılar yazma öğretimine dilbilimsel, teknoloji tabanlı, psikolojik, ikinci dil, ilk okuma yazma perspektifinden yaklaşanlar olarak beş kümeye toplanmışlardır. Konum itibarıyla birbirine yakın olan ülkelerdeki araştırmacılar iş birliği yapmakta ve birbirlerine atıfta bulunmaktadırlar.

Keywords

Yazma öğretimi, bibliyometrik analiz, atıf analizi, ortak anahtar kelime analizi, ortak yazar analizi

References

• Abbott, R. D. ve Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary -and intermediate- grade writers. Journal of Educational Psychology, 85(3), 478-508, doi: 10.1037/0022-0663.85.3.478.
• Abbott, R. D., Berninger, V. W. ve Fayol, Michel (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281-298, doi: 10.1037/a0019318.
• Andres, A. (2009). Measuring academic research: How to undertake a bibliometric study. Chandos Publishing: Cambridge.
• Arık, E. (2015). A bibliometric analysis of linguistics in web of science. Journal of Scientometric Research, 4(1), 20-28.
• Arık, B. T. ve Arık, E. (2017). “Second language writing” publications in web of science: A bibliometric analysis. Publications, 5(1): 4, 1-12.
• Bazerman, C. (2011). Writing, cognition, and affect from the perspectives of sociocultural and historical studies of writing. V. Berninger (Yay. Haz.). Past, present, and future contributions of cognitive writing research to cognitive psychology içinde. Psychology Press/Taylor Francis Group.
• Bazerman, C. (2016). What do sociocultural studies of writing tell us about learning to write? MacArthur, C. A., Graham, S. and Fitzgerald, J. (Yay. Haz.). Handbook of Writing Research içinde (s. 11-23).
• Bereiter, C. ve Scardamalia, M. (1987). The psychology of written composition. New York: Routledge.
• Bezemer, J. ve Kress, G. (2008). Writing in multimodel texts: a social semiotic account of desings for learning. Written Communication, 25(2), 166-195.
• Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118, doi: 10.1016/j.jslw.2007.11.004.
• Britton, J., Burgess, T., Martin, N., McLeod, A. ve Rosen, H. (1975). The development of writing abilities (11-18). School Council Research Studies, Macmillian.
• Bromley, P. ve Scott, A. (2020). The state of writing center research across the Atlantic: A bibliometric analysis of a German flagship journal, 2010-2016. Praxis: A Writing Center Journal, 17(2), 68-80.
• Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing. 12(3), 267-296, doi: 10.1016/S1060-3743(03)00038-9.
• Chenoweth, N. A. ve Hayes, J. R. (2001). Fluency in writing: generating text in L1and L2. Written Communication, 18(1), 80-98, doi: 10.1177/0741088301018001004
• Coşkun, E., Balcı, A. ve Özçakmak, H. (2013). Trends in writing education: An analysis of postgraduate thesis written in Turkey. Procedia-Social and behavioral Sciences, 93, 1526-1530.
• Cremin, T. ve Oliver, L. (2017). Teachers as writers. Research Papers in Education. 32(3). 269-295.
• Daly, J. A. ve Miller, M. D. (1975a). The emprical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249.
• Daly, J. A. ve Miller, M. D. (1975b). Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English, 9(3), 250-256.
• Ekholm, E., Zumbrunn, S. ve Debusk Lane, M. (2018). Clarifying an elusive construct: a systematic review of writing attitudes. Educational Psychology Review, 30, 827-856.
• Elbir, B. ve Yıldız, H. (2012). İlköğretim yazma eğitimi üzerine yapılan lisansüstü çalışmalarının değerlendirilmesi. Akademik Bakış Dergisi, 30, 1-11.
• Faber, B. (2008). Writing and social change. Bazerman, C. (Yay. Haz.). Handbook of research on writing: History, society, school, individual, text içinde (s. 329-343).
• Ferris, D. (2004). The “grammer correction” debate in L2 writing: Where are we, and where do we go from here? (And what do we do in teh meantime?). Journal of Second Language Writing, 13(1), 49-62, doi: 10.1016/j.jslw.2004.04.005.
• Flower, L. ve Hayes, J. R. (1981). A cognitive process of writing. College Composition and Communication. 32(4), 365-387.
• Gillepsie, A., Graham, S., Kiuhara, S. ve Hebert, M. (2014). High school teachers’ use of writing to support students’ learning: A national survey. Reading and Writing, 27(6), 1043-1072, doi: 10.1007/s11145-013-9494-8.
• Gökçen, D. ve Arslan, M. (2019). Türkçe eğitimi araştırmalarına genel bir bakış: Bibliyometri çalışması. Journal of Research in Turkic Languages, 1(1), 39-56. doi:10.34099/jrtl.113.
• Graham, Steven (2019). Changing how writing is tought. Review of Research in Education, 43(1), 277-303, doi: 10.3102/0091732X18821125.
• Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, doi: 10.1080/00461520.2018.1481406. 1-22.
• Graham, S. ve Harris, K. R. (1989). Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81(3), 353-361, doi: 10.1037/0022-0663.81.3.353.
• Graham, S., Harris, K. R. ve Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal. 115(4), 498-522.
• Graham, S., Hebert, M., Fishman, E., Ray, A. B. ve Rouse, A. G. (2020). Do children classified with specific language impairment have a learning disability in writing? A meta-analysis. Journal of Learning Disabilities, 53(4), 292-310, doi: 10.1177/0022219420917338.
• Graham, S., Kiuhara, S. A. ve MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 20(10), 1-48, doi: 10.3102/0034654320914744.
• Graham, S., McKeown, D., Kiuhara, S. ve Harris, K. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
• Graham, S. ve Perin, D. (2007). A meta-analysis of writing ınstruction for adolescent students. Journal of Educational Psychology, 99 (3), 445-476.
• Graham, S. ve Rijlaarsdam, G. (2016). Writing education around the globe: Introduction and call for a new global analysis. Reading and Writing, 29(5), 781-792, doi: 10.1007/s11145-016-9640-1.
• Graham, S. ve Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research. 104(6), 396-407.
• Gülmez, D., Özteke, İ. ve Gümüş, S. (2020). Uluslararası dergilerde yayımlanan Türkiye kaynaklı eğitim araştırmalarının genel görünümü: Bibliyometrik analiz. Eğitim ve Bilim, 1-27, doi: 10.15390/EB.2020.9317.
• Gümüş, S., Gök, E. ve Esen, M. (2019). A review of research on international student mobility: Science mapping the existing knowledge base. Journal of Studies in International Education, 1-23, doi: 10.1177/1028315319893651.
• Hallinger, P., Gümüş, S. ve Bellibaş, M. Ş. (2020). ‘Are principals instructional leaders yet?’ A science map of the knowledge base on instructional leadership, 1940-2018. Scientometrics, 122, 1629-1650, doi: 10.1007/s11192-020-03360-5.
• Hidi, S. ve Boscolo, P. (2008). Motivation and writing. MacArthur, C. A., Graham, S. ve Fitzgerald, J. (Yay. Haz.). Handbook of Writing Research içinde (s. 144-157).
• Hillocks, G. (1986). Research on written composition: New directions for teaching. Urbana, il: National Council of Teachers of English.
• Hogan, P. C. (2008). Writing and social change. Bazerman, C. (Yay. Haz.). Handbook of Research on Writing: History, Society, School, Individual, Text içinde (s. 232-248).
• Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164, doi: 10.1016/j.jslw.2007.07.005
• Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29, doi: 10.1016/S1060-3743(02)00124-8
• Karagöz, B. ve Şeref, İ. (2020). Yazma becerisiyle ilgili makaleler üzerine bir inceleme: Web of Science veri tabanında eğilimler. Ana Dili Eğitimi Dergisi, 8(1), 67-86.
• Kucirkova, N., Wells Rowe, D., Oliver, L. ve Piestrzynski, L. E. (2019). Systematic review of young children's writing on screen: What do we know and what do we need to know. Literacy. 53 (4), 216-225.
• Lei, L. ve Liu, D. (2019). Research trends in applied linguistics from 2005 to 2016: A bibliometric analysis and its implications. Applied Linguistics, 40(3), 540-561.
• Lundstrom, K. ve Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewers’ own writing. Journal of Second Language Writing, 18(1), 30-43, doi: 10.1016/j.jslw.2008.06.002.
• Miller, D. M., Scott, C. E. ve McTigue, E. M. (2018). Writing in the secondary-level disciplines: A systematic review of context, cognition and content. Educationanl Psychology Review, 30, 83-120.
• Pajares, F. ve Johnson, M. J. (1994). Confidence and competence in writing: The role of writing self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28 (3), 313-331.
• Pajares, F. ve Johnson, M. J. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33, 163-175.
• Pajares, F., Miller, M., D. ve Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91(1), 50-61.
• Pajares, F. ve Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366-381.
• Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), 317-345, doi: 10.1016/j.jslw.2003.08.004
• Perianes-Rodriguez, A., Waltman, L. & Van Eck, N.J. (2016). Constructing bibliometric networks: A comparison between full and fractional counting. Journal of Informetrics, 10(4), 1178-1195.
• Prior (2006). A Sociocultural Theory of Writing. MacArthur, C. A., Graham, S. ve Fitzgerald, J. (Yay. Haz.). Handbook of writing research içinde. (s. 54-66). New York: The Guilford Yayınları.
• Prithchart, A. (1969). Statistical bibliography or bibliometrics? Journal of Documentation, 25(4), 348-349.
• Rakedzon, T. ve Baram Tsabari, A. (2016). Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course. Educational Psychology, 37(1), 48-66, doi: 10.1080/01443410.2016.1192108.
• Rogers, L. A. ve Graham, S. (2008). A Meta-analysis of single subject design writing ıntervention research. Journal of Educational Psychology, 100(4), 879-906.
• Rousseau, R., Egghe, L. ve Guns, R. (2018). Becoming metric-wise: A Bibliometric guide for researchers. Elsevier, doi: 10.1016/C2017-0-01828-1.
• Schunk, D. H. ve Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354, doi: 10.1006/ceps.1993.1024.
• Sharples, M. (1999). How we write: Writing as creative design. London: Routledge
• Steinma, L. (2003). Cultural collisions in L2 academic writing. TESL Canada Journal, 20(2), 80-91, doi: 10.18806/tesl. v20i2.950.
• Storch, N. (2005). Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing, 14(3), 153-173, doi: 10.1016/j.jslw.2005.05.002.
• Swales, J. ve Feak, C. (2004). Academic writing for graduate students: Essential tasks and skills. Ann Arbor: University of Michigan Press.
• Şeref, İ. ve Karagöz, B. (2019). Türkçe eğitimi akademik alanına ilişkin bir değerlendirme: Web of Science veri tabanına dayalı bibliyometrik inceleme. Dil Eğitimi ve Araştırmaları Dergisi, 5(2), 213-231. doi: 10.31464/jlere.578224.
• Tok, M. ve Potur, Ö. (2015). Yazma eğitimi alanında yapılan akademik çalışmaların eğilimleri (2010-2014 yılları). Ana Dili Eğitimi Dergisi, 3(4), 1-25.
• Tollefson, J. (2018). China declared world’s largest producer of scientific articles. Nature, 553, 390, doi: https://doi.org/10.1038/d41586-018-00927-4.
• Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235, doi: 10.1016/j.compcom.2004.02.003
• Yılmaz, R. M., Topu, F. M. ve Takkaç Tulgar, A. (2019). An examination of the studies on foreign language teaching in pre-school education: A bibliometric mapping analysis. Computer Assisted Language Learning, doi: 10.1080/09588221.2019.1681465.
• Zimmerman, B. J. ve Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101. doi: 10.1006/ceps.1997.0919.
• Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147, doi: 10.1080/00461520.2013.794676.
• Zupic, I. ve Cater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472, doi: 10.1177/1094428114562629.