Research Article
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Tür temelli yazma yönteminin uzaktan eğitim sınıfında kullanılması

Year 2023, Volume: 12 Issue: 2, 72 - 93, 30.04.2023
https://doi.org/10.19128/turje.1127389

Abstract

Bu çalışmanın amacı, uzaktan eğitim derslerinde tür temelli yazma yönteminin etkisini ele almaktır. Araştırma deseni olarak eylem araştırmasının seçildiği bu çalışmada, uzaktan eğitim ile Türkçe dersi alan B2 düzeyindeki 8 yabancı öğrencinin yazma derslerinde tür temelli yazma yönteminin kullanımı 7 haftalık uygulamada incelenmiştir. Veri toplama araçları olarak; derslerin video kayıtları (gözlem), yarı yapılandırılmış görüşmeler (mülakat) ve katılımcıların yazıları (doküman incelemesi) incelenmiştir. Bu çalışmada hem tümdengelimsel hem de tümevarımsal analiz süreçleri ile tematik analiz kullanılmıştır. Sonuç olarak, tür temelli yazma yönteminin uzaktan Türkçe yazma derslerinde öğrencilerin yazma becerilerini önemli ölçüde artırdığı gözlemlenmiştir. Ancak bazı alt başlıklarda katılımcı özelliklerinin başarıyı etkilediği görülmüştür. Bazı alt başlıklarda ise tür temelli yazma yönteminin uygulanması, uzaktan eğitimin doğası gereği beklenen başarıyı gösterememiştir. Son olarak, tür temelli yazma yöntemi uygulamasında büyük ölçekli deneysel çalışmalar ve çevrimiçi yazma derslerinde öz düzenleme stratejilerine yönelik çalışma önerilerinde bulunulmuştur.

References

  • Alhaisoni, E., & Alhaysony, M. (2017). An investigation of Saudi EFL university students’ attitudes towards the use of Google Translate. International Journal of English Language Education, 5(1), 72-82. http://dx.doi.org/10.5296/ijele.v5i1.10696
  • Argıt, C. E., & Özer-Griffin, B. (2015). Improving writing skills with genre-based instruction for Turkish as a foreign language learners. International Journal of Languages’ Education and Training [Special Issue], 307-316. http://doi.org/10.18298/ijlet.475
  • Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54(2), 153-160. http://dx.doi.org/10.1093/elt/54.2.153
  • Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. John Wiley & Sons.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cambruzzi, W. L., Rigo, S. J., & Barbosa, J. L. (2015). Drop-out prediction and reduction in distance education courses with the learning analytics multitrail approach. Journal of Universal Computer Science, 21(1), 23-47. https://doi.org/10.3217/jucs-021-01-0023
  • Carstens, A. (2009). The effectiveness of genre-based approaches in teaching academic writing: Subject-specific versus cross-disciplinary emphases (Unpublished doctoral dissertation). University of Pretoria.
  • Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184-192. https://doi.org/10.1093/elt/ccr061
  • Clark, J. T. (2020). Distance education. In E. Iadanza (Eds.) Clinical Engineering Handbook (pp. 410-415). Academic Press.
  • Correa, D., & Echeverri, S. (2017). Using a systemic functional genre-based approach to promote a situated view of academic writing among EFL pre-service teachers. HOW, 24(1), 44-62. https://doi.org/10.19183/how.24.1.303
  • Cortes, V. (2011). Genre analysis in the academic writing class: With or without corpora. Quaderns de Filologia Estudis Lingüístics, 16(2011), 65-80.
  • Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.
  • Frangou, S. M., Wikgren, J., Sintonen, S., Kairaluoma, L., & Vasari, P. (2019). The effect of writing modality on recollection in children and adolescents. Research in Learning Technology, 27, 1-13. https://doi.org/10.25304/rlt.v27.2239
  • Halliday, M. A. K. (1994). An introduction to functional grammar. Edward Arnold.
  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. http://dx.doi.org/10.1016%2Fj.jslw.2018.03.001
  • Huang, H. W., Hou, L., Li, Y., & Whitfield, B. (2020, November). Students’ voice on the net formative writing feedback in emergency remote teaching during the COVID-19 period [Paper presentation]. International Conference on Education and E-Learning 2020, Tsuru, Japan. https://doi.org/10.1145/3439147.3439178
  • Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.1016/S1060-3743(02)00124-8
  • Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
  • Hyland, K. (2009). Teaching and researching writing (2nd ed.). Pearson Press.
  • Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
  • Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722. https://doi.org/10.2307/3587930
  • Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.
  • Kuiper, C., Smit, J., De Wachter, L., & Elen, J. (2017). Scaffolding tertiary students’ writing in a genre-based writing intervention. Journal of Writing Research, 9(1), 27-59. https://doi.org/10.17239/jowr-2017.09.01.02
  • Lee, N. K. (2013). The Genre-based writing instruction in EFL. Language Research, 49(2), 311-332.
  • Lee, S. M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157-175. https://doi.org/10.1080/09588221.2018.1553186
  • Li, Y., Ma, X., Zhao, J., & Hu, J. (2020). Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy. Journal of English for Academic Purposes, 43, 100813. https://doi.org/10.1016/j.jeap.2019.100813
  • Liu, J. Y. (2018). Exploring genre pedagogy of learning transfer in L2 writing. The Asian Journal of Applied Linguistics, 5(1), 46-59.
  • Mangen, A., Anda, L. G., Oxborough, G. H., & Brønnick, K. (2015). Handwriting versus keyboard writing: Effect on word recall. Journal of Writing Research, 7(2), 227-247. https://doi.org/10.17239/jowr-2015.07.02.1
  • Martin, J. R., & Rose, D. (2007). Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China, 4(5), 66-80.
  • Martin, J. R., & Rose, D. (2008). Procedures and Procedural Recounts Genre Relations: Mapping Culture. Equinox.
  • Oliveira, P. R., Oesterreich, S. A., & Almeida, V. L. (2018). School dropout in graduate distance. Educação e Pesquisa, 44, 1-20. https://doi.org/10.1590/s1678-4634201708165786
  • Özdemir, O. (2021). A case study regarding the comparison of collaborative writing in digital and face-to-face environments. International Journal of Psychology and Educational Studies, 8(2), 246-258. https://dx.doi.org/10.52380/ijpes.2021.8.2.425
  • Ramos, K. A. (2015). Using genre pedagogy to teach adolescent English learners to write academic persuasive essays. Journal of Education, 195(2), 19-35. https://doi.org/10.1177%2F002205741519500205
  • Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy development. In R. Beard, D. Myhill, J. Riley & M. Nystrand (Eds.), Handbook of Writing Development (pp.151-166). Sage.
  • Rose, D. (2012). Genre in the Sydney school. In J. P. Gee & M. Handford (Eds.), The Routledge Handbook of Discourse Analysis (pp. 235-251). Routledge.
  • Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28.
  • Stapleton, P., & Kin, B. L. K. (2019). Assessing the accuracy and teachers’ impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes, 56, 18-34. https://doi.org/10.1016/j.esp.2019.07.001
  • Sweet, R. (1986). Student dropout in distance education: An application of Tinto's model. Distance Education, 7(2), 201-213. https://doi.org/10.1080/0158791860070204
  • Tan, M., & Shao, P. (2015). Prediction of student dropout in e-Learning program through the use of machine learning method. International Journal of Emerging Technologies in Learning, 10(1), 11-17. https://doi.org/10.3991/ijet.v10i1.4189
  • Tomal, D. R. (2010). Action research for educators. Rowman & Littlefield Publishers.
  • Troyan, F. J. (2016). Learning to mean in Spanish writing: A case study of a genre‐based pedagogy for standards‐based writing instruction. Foreign Language Annals, 49(2), 317-335. https://doi.org/10.1111/flan.12192
  • Tsai, S. C. (2019). Using google translate in EFL drafts: a preliminary investigation. Computer Assisted Language Learning, 32(5-6), 510-526. https://doi.org/10.1080/09588221.2018.1527361
  • Tümen-Akyıldız, S. (2020). College students' views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science, 4(4), 322-334. https://doi.org/10.46328/ijtes.v4i4.150
  • Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3376
  • Yates, S. J., Williams, N., & Dujardin, A. F. (2005). Writing geology: Key communication competencies for geoscience. Planet, 15(1), 36-41. https://doi.org/10.11120/plan.2005.00150036
  • Yiğitoğlu, N., & Reichelt, M. (2014). Using a genre-based approach for writing instruction in a less-commonly-taught language. Language Awareness, 23(3), 187-202. https://doi.org/10.1080/09658416.2012.742906

Using a genre-based writing method in the distance education classroom

Year 2023, Volume: 12 Issue: 2, 72 - 93, 30.04.2023
https://doi.org/10.19128/turje.1127389

Abstract

The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons’ video-recordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants’ characteristics affected their success. However, in some sub-headings of this study, because of distance education’s nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.

References

  • Alhaisoni, E., & Alhaysony, M. (2017). An investigation of Saudi EFL university students’ attitudes towards the use of Google Translate. International Journal of English Language Education, 5(1), 72-82. http://dx.doi.org/10.5296/ijele.v5i1.10696
  • Argıt, C. E., & Özer-Griffin, B. (2015). Improving writing skills with genre-based instruction for Turkish as a foreign language learners. International Journal of Languages’ Education and Training [Special Issue], 307-316. http://doi.org/10.18298/ijlet.475
  • Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54(2), 153-160. http://dx.doi.org/10.1093/elt/54.2.153
  • Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. John Wiley & Sons.
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cambruzzi, W. L., Rigo, S. J., & Barbosa, J. L. (2015). Drop-out prediction and reduction in distance education courses with the learning analytics multitrail approach. Journal of Universal Computer Science, 21(1), 23-47. https://doi.org/10.3217/jucs-021-01-0023
  • Carstens, A. (2009). The effectiveness of genre-based approaches in teaching academic writing: Subject-specific versus cross-disciplinary emphases (Unpublished doctoral dissertation). University of Pretoria.
  • Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184-192. https://doi.org/10.1093/elt/ccr061
  • Clark, J. T. (2020). Distance education. In E. Iadanza (Eds.) Clinical Engineering Handbook (pp. 410-415). Academic Press.
  • Correa, D., & Echeverri, S. (2017). Using a systemic functional genre-based approach to promote a situated view of academic writing among EFL pre-service teachers. HOW, 24(1), 44-62. https://doi.org/10.19183/how.24.1.303
  • Cortes, V. (2011). Genre analysis in the academic writing class: With or without corpora. Quaderns de Filologia Estudis Lingüístics, 16(2011), 65-80.
  • Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.
  • Frangou, S. M., Wikgren, J., Sintonen, S., Kairaluoma, L., & Vasari, P. (2019). The effect of writing modality on recollection in children and adolescents. Research in Learning Technology, 27, 1-13. https://doi.org/10.25304/rlt.v27.2239
  • Halliday, M. A. K. (1994). An introduction to functional grammar. Edward Arnold.
  • Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. http://dx.doi.org/10.1016%2Fj.jslw.2018.03.001
  • Huang, H. W., Hou, L., Li, Y., & Whitfield, B. (2020, November). Students’ voice on the net formative writing feedback in emergency remote teaching during the COVID-19 period [Paper presentation]. International Conference on Education and E-Learning 2020, Tsuru, Japan. https://doi.org/10.1145/3439147.3439178
  • Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.1016/S1060-3743(02)00124-8
  • Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
  • Hyland, K. (2009). Teaching and researching writing (2nd ed.). Pearson Press.
  • Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
  • Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722. https://doi.org/10.2307/3587930
  • Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. UNSW Press.
  • Kuiper, C., Smit, J., De Wachter, L., & Elen, J. (2017). Scaffolding tertiary students’ writing in a genre-based writing intervention. Journal of Writing Research, 9(1), 27-59. https://doi.org/10.17239/jowr-2017.09.01.02
  • Lee, N. K. (2013). The Genre-based writing instruction in EFL. Language Research, 49(2), 311-332.
  • Lee, S. M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157-175. https://doi.org/10.1080/09588221.2018.1553186
  • Li, Y., Ma, X., Zhao, J., & Hu, J. (2020). Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy. Journal of English for Academic Purposes, 43, 100813. https://doi.org/10.1016/j.jeap.2019.100813
  • Liu, J. Y. (2018). Exploring genre pedagogy of learning transfer in L2 writing. The Asian Journal of Applied Linguistics, 5(1), 46-59.
  • Mangen, A., Anda, L. G., Oxborough, G. H., & Brønnick, K. (2015). Handwriting versus keyboard writing: Effect on word recall. Journal of Writing Research, 7(2), 227-247. https://doi.org/10.17239/jowr-2015.07.02.1
  • Martin, J. R., & Rose, D. (2007). Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China, 4(5), 66-80.
  • Martin, J. R., & Rose, D. (2008). Procedures and Procedural Recounts Genre Relations: Mapping Culture. Equinox.
  • Oliveira, P. R., Oesterreich, S. A., & Almeida, V. L. (2018). School dropout in graduate distance. Educação e Pesquisa, 44, 1-20. https://doi.org/10.1590/s1678-4634201708165786
  • Özdemir, O. (2021). A case study regarding the comparison of collaborative writing in digital and face-to-face environments. International Journal of Psychology and Educational Studies, 8(2), 246-258. https://dx.doi.org/10.52380/ijpes.2021.8.2.425
  • Ramos, K. A. (2015). Using genre pedagogy to teach adolescent English learners to write academic persuasive essays. Journal of Education, 195(2), 19-35. https://doi.org/10.1177%2F002205741519500205
  • Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy development. In R. Beard, D. Myhill, J. Riley & M. Nystrand (Eds.), Handbook of Writing Development (pp.151-166). Sage.
  • Rose, D. (2012). Genre in the Sydney school. In J. P. Gee & M. Handford (Eds.), The Routledge Handbook of Discourse Analysis (pp. 235-251). Routledge.
  • Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28.
  • Stapleton, P., & Kin, B. L. K. (2019). Assessing the accuracy and teachers’ impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes, 56, 18-34. https://doi.org/10.1016/j.esp.2019.07.001
  • Sweet, R. (1986). Student dropout in distance education: An application of Tinto's model. Distance Education, 7(2), 201-213. https://doi.org/10.1080/0158791860070204
  • Tan, M., & Shao, P. (2015). Prediction of student dropout in e-Learning program through the use of machine learning method. International Journal of Emerging Technologies in Learning, 10(1), 11-17. https://doi.org/10.3991/ijet.v10i1.4189
  • Tomal, D. R. (2010). Action research for educators. Rowman & Littlefield Publishers.
  • Troyan, F. J. (2016). Learning to mean in Spanish writing: A case study of a genre‐based pedagogy for standards‐based writing instruction. Foreign Language Annals, 49(2), 317-335. https://doi.org/10.1111/flan.12192
  • Tsai, S. C. (2019). Using google translate in EFL drafts: a preliminary investigation. Computer Assisted Language Learning, 32(5-6), 510-526. https://doi.org/10.1080/09588221.2018.1527361
  • Tümen-Akyıldız, S. (2020). College students' views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science, 4(4), 322-334. https://doi.org/10.46328/ijtes.v4i4.150
  • Vaismoradi, M., & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20(3). https://doi.org/10.17169/fqs-20.3.3376
  • Yates, S. J., Williams, N., & Dujardin, A. F. (2005). Writing geology: Key communication competencies for geoscience. Planet, 15(1), 36-41. https://doi.org/10.11120/plan.2005.00150036
  • Yiğitoğlu, N., & Reichelt, M. (2014). Using a genre-based approach for writing instruction in a less-commonly-taught language. Language Awareness, 23(3), 187-202. https://doi.org/10.1080/09658416.2012.742906
There are 46 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Osman Özdemir 0000-0003-0627-0768

Publication Date April 30, 2023
Acceptance Date February 10, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Özdemir, O. (2023). Using a genre-based writing method in the distance education classroom. Turkish Journal of Education, 12(2), 72-93. https://doi.org/10.19128/turje.1127389

Turkish Journal of Education is licensed under CC BY-NC 4.0