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The Effect of Process Writing Approach on Writer’s Block

Yıl 2023, Cilt: 25 Sayı: 3, 810 - 826, 26.09.2023
https://doi.org/10.32709/akusosbil.1071639

Öz

One of the reasons for failure in writing in English is writer’s block. Although many studies suggest several techniques such as brainstorming, researching, outlining, knowing about revision to overcome writer’s block, there are limited number of experimental studies. Therefore, this study aims to examine the effect of Process Writing Approach, which is addressed as a suggestion in other studies in the literature, on writer’s block. In this experimental study with One Group Pretest-Posttest Research Design, the writer’s block levels of 46 participants studying at the first class of the department of Translation and Interpretation in English were measured with the questionnaire developed by Mike Rose. Then, the participants wrote an academic essay at the end of the process in which they theoretically and practically experienced Process Writing Approach. The same questionnaire was used to determine whether the participants had writer’s block during this process. At the end of the comparison of the obtained data with Paired Sample T-Test, it was found that there is a significant difference between pretest and posttest, in favor of posttest. Consequently, Process Writing Approach is considered efficient in increasing the success and quality in writing since it is found effective in overcoming writer’s block.

Teşekkür

Bu çalışmanın ilk hali 17-18.12.2021 tarihinde İstanbul Üniversitesi-Cerrahpaşa Hasan Ali Yücel Eğitim Fakültesi tarafından çevrimiçi olarak düzenlenen 7. Ulusal Yabancı Dil Eğitimi Kurultayı’nda sözlü bildiri olarak sunulmuştur.

Kaynakça

  • Abdullah, H., Zain, A. M., Ab Wahab, N., Muzhafar, M., Idrus, M. M. ve Ahmad, M. R. W. (2020). A process approach in the teaching of writing: Saving 21st century learners from writer’s block. Universal Journal of Educational Research, 8(12), 7160-7174.
  • Ahmed, S. J. (2019). An analysis of writer’s block: Causes, characteristics and solutions (Yayınlanmamış yüksek lisans tezi). Kuzey Florida Üniversitesi, Kuzey Florida, ABD.
  • Akpınar, F. B. (2007). The effect of process-oriented writing instruction on writer’s block, writing apprehension, attitudes towards writing instruction and writing performance. (Yayımlanmamış yüksek lisans tezi), Marmara Üniversitesi, İstanbul, Türkiye.
  • Alodwan, T. A. A. ve Ibnian, S. S. K. (2014). The effect of using the process approach to writing on developing university students’ essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139-155. ISSN: 2334-2935.
  • Baker-Brodersen, E. M. (1988). Writer's block and a cognitive process model of composing: Recent research and implications for teaching (Yayınlanmamış yüksek lisans tezi). Iowa State Üniversitesi, Iowa State, ABD.
  • Barkaoui, K. (2007). Revision in second language writing: What teachers need to know. TESL Canada Journal, 25(1), 81-92. doi: https://doi.org/10.18806/tesl.v25i1.109.
  • Baştuğ, M. (2015). İlkokul dördüncü sınıf öğrencilerinin yazma eğilimi, tutumu ve yazma tutukluğunun yazma başarısı üzerine etkisi, Eğitim ve Bilim, 40(180), 73-88.
  • Bayraktar Balkır, N. ve Zehir Topkaya, E. (2016). Effects of synectics model on learners’ writing skills in tertiary level English class. (Yayınlanmamış doktora tezi), Çanakkale OnsekizMart Üniversitesi, Çanakkale, Türkiye.
  • Bergler, E. (1950). Does writer’s block exist?. American Imago, 7(1), 43-54.
  • Birk, L. B. (2013). The sounds of silence: A structural analysis of academic writer’s block (Yayınlanmamış doktora tezi). Boston Üniversitesi, Boston, ABD.
  • Boice, R. (1993). Writing blocks and tacit knowledge. Journal of Higher Education, 64(1), 19-54. doi: https://doi.org/10.2307/2959976.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains: Addison Wesley Longman.
  • Chintamani, C. (2014). Challenges in writing: The writer’s block. Indian J Surg, 76(1), 3-4. doi: 10.1007/s12262-014-1058-x.
  • Corbett, J. (1998). Narrating difference: A cross-cultural approach to writer's block. Conference on College Composition and Communication, Chicago, IL. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED420058&lang=tr&site=ehost-live (Erişim tarihi: 15.02.2021).
  • Daze, B. D. ve Ebibi, J. O. (2014). Effect of process approach to writing on senior secondary students’ achievement in writing (Plateau Central Senatorial District). International Journal of Arts and Humanities Bahir Dar-Ethiopia, 3(4), 47-59. doi: 10.4314/ijah.v3i4.4.
  • Erdoğan, O. ve Yangın, B. (2014). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatıma ve yazmaya ilişkin tutuma etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 438–459.
  • Evdash, V. M. ve Zhuravleva, N. N. (2020). Strategies for overcoming university researchers’ writer’s block. Higher Education in Russia, 29 (7), 80-88. doi: https://doi.org/10.31992/0869-3617-2020-29-7-80-88.
  • Flaherty, A. (2004). The midnight disease: The drive to write, writer's block, and the creative brain. Boston, MA: Houghton Mifflin.
  • Flower, L. ve Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. doi: https://doi.org/10.2307/356600.
  • Goldstein, A. A. ve Carr, P. G. (1996). Can students benefit from process writing, NCES Report, 3(1), 96-845.
  • Graham, S. ve Sandbell, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104, 396-407.
  • Hall, B. A. (1998). Writer's block: Research, past remediation, and recommendations for future treatment (Yayınlanmamış yüksek lisans tezi). http://search.proquest.com/docview/304484249?accountid (Erişim tarihi: 15.02.2021).
  • Harmer, J. (2004). How to teach writing. London: Pearson Education Limited.
  • Healy, L. (2010). Ending writer’s block. Perspectives: Teaching Legal Research and Writing, 18(2&3), 151-153.
  • Ho, B. (2006). Using the process approach to teach writing in 6 Hong Kong primary classrooms. New Horizons in Education, 53, 22-41.
  • Hsui, V. Y. (1993). Overcoming writer’s block: Principles and practices for language classrooms. Teaching and Learning, 14(1), 70-77.
  • Huston, P. (1998). Resolving writer's block. Canadian Family Physician, 44, 92-97.
  • Johnstone, A. (1983). The writer's hell: Approaches to writer's block. Journal of Teaching Writing, 2(2), 155-165.
  • Lachs, J. (2018). The psychology of writer’s block (and How to Overcome it). https://www.opencolleges.edu.au/informed/features/psychology-writers-block-overcome/. (Erişim Tarihi: 19.11.2022).
  • Lee, S. Y. ve Krashen, S. (2003). Writer’s block in a Chinese sample. Perceptual and Motor Skills, 97, 537-542.
  • Lipson, A. ve Perkins, D. N. (1990). Block: Getting out of your own way. New York: Lyle Stuart.
  • Montague, N. (1995). The process-oriented approach to teaching writing to second language learners. New York State Association for Bilingual Education Journal, 10, 13-24.
  • Morton, P. G. (2000). Challenging writer’s block: How experienced authors make time to write. AAOHN Journal, 48(11), 512-514.
  • Nelson, V. (1993). On writer's block. New York: Houghton Mifflin.
  • Onozawa, C. (2010). A study of the process writing approach: A suggestion for an eclectic writing approach. Research Note, March 2010, 153-163.
  • Oshima, A. ve Hogue, A. (2006). Writing academic English. New York: Pearson Education.
  • Özbay, M. ve Zorbaz, K. Z. (2012). İlköğretim ikinci kademe öğrencilerinin yazma tutukluğu düzeyleri üzerine bir değerlendirme. TSA 16(1), 47-72. doi:10.20296/tsad.68728.
  • Peterson, K. E. (1987). Relationships among measures of writer's block, writing anxiety, and procrastination (Yayınlanmamış doktora tezi). Ohio State Üniversitesi, ABD.
  • Poff, S. I. (2004). Regimentation: A predictor of writer's block and writing apprehension (Yayınlanmamış doktora tezi). http://search.proquest.com/docview/305121235?accountid (Erişim tarihi: 15.02.2021).
  • Rahilly, M. K. (2004). Affective, literacy, and cultural influences on the development of English composition skills: Perceptions and experiences of adult ESL students in academic ESL writing programs (Yayınlanmamış doktora tezi). http://search.proquest.com/ 305049445?accountid=16645 (Erişim tarihi: 12.12.2020).
  • Rahmat, N. H. (2020). Writer’s block for writers: How far is it true?. Global Journal of Social Sciences Studies, 6(1), 51-63.
  • Reed, P. (1986). Writer's block: A crisis in business writing (Yayınlanmamış yüksek lisans tezi). California Devlet Üniversitesi, California, ABD.
  • Rosa, J. P. O. D. ve Genuino, C. F. (2018). Correlating writer’s block and ESL learners’ writing quality. Indonesian Journal of Applied Linguistics, 7(3), 604-612.
  • Rose, M. (1980). Rigid rules, inflexible plans, and the stifling of language: A cognitivist analysis of writer's block. College Composition and Communication, 31(4), 389-401.
  • Rose, M. (1981). Questionnaire for identifying writer's block (QIWB). https://files.eric.ed.gov/fulltext/ED236652.pdf (Erişim tarihi: 13.01.2021).
  • Rose, M. (1983). The cognitive dimension of writer's block. Conference on Reading Research. California, ABD. https://files.eric.ed.gov/fulltext/ED248527.pdf (Erişim tarihi: 13.01.2021).
  • Rose, M. (1984). Writer's block: Cognitive dimension. Carbondale, Illinois: Southern Illinois University Press.
  • Salem, A. A. M. S. (2018). Engaging ESP university students in flipped classrooms for developing functional writing skills, HOTs, and eliminating writer’s block. English Language Teaching 11(12), 177-198. doi: 10.5539/elt.v11n12p177.
  • Seban, D. (2012). Yazarlık Döngüsü’nün üçüncü sınıf öğrencilerinin yazmaya karşı, tutum, algı ve yazma becerilerine etkisi [The effect of authoring cycle on third grade students’ attitudes towards writing, self-perception and writing ability]. Education and Science, 37(164), 147-158.
  • Seow, A. (2002). The writing process and process writing. J. C. Richards ve W. A. Renandya (Ed.). Methodology in language teaching: An anthology of current practice (ss. 315-320). Cambridge: Cambridge University Press.
  • Smeets, S. (2008). Writer’s block as an instrument for remaining in paradise. www.zeitschrift-schreiben.eu (Erişim tarihi: 20.03.2021).
  • Tavşanlı, Ö. F., Bilgin, A., Yıldırım, K., Rasinski, T. ve Tschantz, B. (2021). The effect of a PBWMIP on writing success and attitude toward writing. Reading & Writing Quarterly, 37(5), 425-443.
  • Tompkins, G. E. (1990). Teaching writing: Balancing process and product. Columbus: Merrill Print.
  • Voss, M. M. (2003). Building self-belief: A child overcomes writer's block. Reading & Writing Quarterly, 19(4), 347-361. doi:10.1080/10573560390226056.
  • Widodo, H. P. (2008). Process-based academic essay writing instruction an EFL context. Bahasa Dan Seni, 36(1), 101-111.
  • Zorbaz, K. Z. (2010). İlköğretim okulu öğrencilerinin yazma kaygı ve tutukluğunun yazılı anlatım becerileriyle ilişkisi (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
  • Zorbaz, K. Z. (2015). The effect of various variables on university students’ writer’s block levels. Anthropologist, 21(1), 311-322. doi: 10.1080/09720073.2015.11891820.

Süreç Odaklı Yazma Yaklaşımının Yazma Tutukluğu Üzerindeki Etkisi

Yıl 2023, Cilt: 25 Sayı: 3, 810 - 826, 26.09.2023
https://doi.org/10.32709/akusosbil.1071639

Öz

Öğrencilerin İngilizce yazma dersinde başarılı olamamalarının sebeplerinden biri de yazma tutukluğu yaşamalarıdır. Öğrenciler; dilbilgisi, sözcük bilgisi, yazım bilgisi gibi çeşitli bilgi eksikliği, planlama stratejilerinden yoksun olma, düzeltme yapma konusunda yanlış bilgilere sahip olma, stres yaşama, verilen zamanın yetersiz olduğunu düşünme, konuyu ilgi çekici bulmama gibi pek çok nedenden dolayı yazma tutukluğu yaşayabilmektedir. Pek çok çalışmada beyin fırtınası, araştırma yapmak, taslak plan oluşturmak, düzeltme konusunda bilgilenmek gibi tekniklerin yazma tutukluğunu gidermede etkili olduğu önerilse de bu konudaki deneysel çalışmaların sayısı azdır. Bu nedenle, bu çalışmada diğer çalışmalardaki önerilerin işaret ettiği Süreç Odaklı Yazma Yaklaşımının yazma tutukluğunu giderme konusunda etkili olup olmadığının araştırılması amaçlanmıştır. Deneysel araştırma modellerinden Tek gruplu Öntest-Sontest Modelinin uygulandığı bu çalışmada İngilizce Mütercim-Tercümanlık Anabilim Dalında 1. sınıfta öğrenim gören 46 öğrencinin tutukluk düzeyleri Mike Rose tarafından geliştirilen ölçek ile ölçülmüştür. Sonrasında, Süreç Odaklı Yazma Yaklaşımının kuramsal ve uygulamalı olarak öğretildiği öğretim süreci uygulanarak öğrencilerin akademik düzeyde bir metin yazmaları sağlanmıştır. Öğrencilerin bu süreç boyunca tutukluk yaşayıp yaşamadıkları aynı ölçek ile tekrar ölçülmüştür. İki ölçümden elde edilen veriler İlişkili Örneklemler T-Testi ile karşılaştırılmıştır. Bu karşılaştırma sonucunda sontest lehine anlamlı bir fark olduğu görülmüştür. Sonuç olarak, Süreç Odaklı Yazma Yaklaşımının yazma tutukluğunu gidermede etkili olduğu anlaşıldığı için yazma derslerinde bu yaklaşımın kullanılmasının yazma başarısını ve kalitesini artıracağı düşünülmektedir.

Kaynakça

  • Abdullah, H., Zain, A. M., Ab Wahab, N., Muzhafar, M., Idrus, M. M. ve Ahmad, M. R. W. (2020). A process approach in the teaching of writing: Saving 21st century learners from writer’s block. Universal Journal of Educational Research, 8(12), 7160-7174.
  • Ahmed, S. J. (2019). An analysis of writer’s block: Causes, characteristics and solutions (Yayınlanmamış yüksek lisans tezi). Kuzey Florida Üniversitesi, Kuzey Florida, ABD.
  • Akpınar, F. B. (2007). The effect of process-oriented writing instruction on writer’s block, writing apprehension, attitudes towards writing instruction and writing performance. (Yayımlanmamış yüksek lisans tezi), Marmara Üniversitesi, İstanbul, Türkiye.
  • Alodwan, T. A. A. ve Ibnian, S. S. K. (2014). The effect of using the process approach to writing on developing university students’ essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139-155. ISSN: 2334-2935.
  • Baker-Brodersen, E. M. (1988). Writer's block and a cognitive process model of composing: Recent research and implications for teaching (Yayınlanmamış yüksek lisans tezi). Iowa State Üniversitesi, Iowa State, ABD.
  • Barkaoui, K. (2007). Revision in second language writing: What teachers need to know. TESL Canada Journal, 25(1), 81-92. doi: https://doi.org/10.18806/tesl.v25i1.109.
  • Baştuğ, M. (2015). İlkokul dördüncü sınıf öğrencilerinin yazma eğilimi, tutumu ve yazma tutukluğunun yazma başarısı üzerine etkisi, Eğitim ve Bilim, 40(180), 73-88.
  • Bayraktar Balkır, N. ve Zehir Topkaya, E. (2016). Effects of synectics model on learners’ writing skills in tertiary level English class. (Yayınlanmamış doktora tezi), Çanakkale OnsekizMart Üniversitesi, Çanakkale, Türkiye.
  • Bergler, E. (1950). Does writer’s block exist?. American Imago, 7(1), 43-54.
  • Birk, L. B. (2013). The sounds of silence: A structural analysis of academic writer’s block (Yayınlanmamış doktora tezi). Boston Üniversitesi, Boston, ABD.
  • Boice, R. (1993). Writing blocks and tacit knowledge. Journal of Higher Education, 64(1), 19-54. doi: https://doi.org/10.2307/2959976.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains: Addison Wesley Longman.
  • Chintamani, C. (2014). Challenges in writing: The writer’s block. Indian J Surg, 76(1), 3-4. doi: 10.1007/s12262-014-1058-x.
  • Corbett, J. (1998). Narrating difference: A cross-cultural approach to writer's block. Conference on College Composition and Communication, Chicago, IL. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED420058&lang=tr&site=ehost-live (Erişim tarihi: 15.02.2021).
  • Daze, B. D. ve Ebibi, J. O. (2014). Effect of process approach to writing on senior secondary students’ achievement in writing (Plateau Central Senatorial District). International Journal of Arts and Humanities Bahir Dar-Ethiopia, 3(4), 47-59. doi: 10.4314/ijah.v3i4.4.
  • Erdoğan, O. ve Yangın, B. (2014). Süreç temelli yaratıcı yazma uygulamalarının yazılı anlatıma ve yazmaya ilişkin tutuma etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 438–459.
  • Evdash, V. M. ve Zhuravleva, N. N. (2020). Strategies for overcoming university researchers’ writer’s block. Higher Education in Russia, 29 (7), 80-88. doi: https://doi.org/10.31992/0869-3617-2020-29-7-80-88.
  • Flaherty, A. (2004). The midnight disease: The drive to write, writer's block, and the creative brain. Boston, MA: Houghton Mifflin.
  • Flower, L. ve Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. doi: https://doi.org/10.2307/356600.
  • Goldstein, A. A. ve Carr, P. G. (1996). Can students benefit from process writing, NCES Report, 3(1), 96-845.
  • Graham, S. ve Sandbell, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104, 396-407.
  • Hall, B. A. (1998). Writer's block: Research, past remediation, and recommendations for future treatment (Yayınlanmamış yüksek lisans tezi). http://search.proquest.com/docview/304484249?accountid (Erişim tarihi: 15.02.2021).
  • Harmer, J. (2004). How to teach writing. London: Pearson Education Limited.
  • Healy, L. (2010). Ending writer’s block. Perspectives: Teaching Legal Research and Writing, 18(2&3), 151-153.
  • Ho, B. (2006). Using the process approach to teach writing in 6 Hong Kong primary classrooms. New Horizons in Education, 53, 22-41.
  • Hsui, V. Y. (1993). Overcoming writer’s block: Principles and practices for language classrooms. Teaching and Learning, 14(1), 70-77.
  • Huston, P. (1998). Resolving writer's block. Canadian Family Physician, 44, 92-97.
  • Johnstone, A. (1983). The writer's hell: Approaches to writer's block. Journal of Teaching Writing, 2(2), 155-165.
  • Lachs, J. (2018). The psychology of writer’s block (and How to Overcome it). https://www.opencolleges.edu.au/informed/features/psychology-writers-block-overcome/. (Erişim Tarihi: 19.11.2022).
  • Lee, S. Y. ve Krashen, S. (2003). Writer’s block in a Chinese sample. Perceptual and Motor Skills, 97, 537-542.
  • Lipson, A. ve Perkins, D. N. (1990). Block: Getting out of your own way. New York: Lyle Stuart.
  • Montague, N. (1995). The process-oriented approach to teaching writing to second language learners. New York State Association for Bilingual Education Journal, 10, 13-24.
  • Morton, P. G. (2000). Challenging writer’s block: How experienced authors make time to write. AAOHN Journal, 48(11), 512-514.
  • Nelson, V. (1993). On writer's block. New York: Houghton Mifflin.
  • Onozawa, C. (2010). A study of the process writing approach: A suggestion for an eclectic writing approach. Research Note, March 2010, 153-163.
  • Oshima, A. ve Hogue, A. (2006). Writing academic English. New York: Pearson Education.
  • Özbay, M. ve Zorbaz, K. Z. (2012). İlköğretim ikinci kademe öğrencilerinin yazma tutukluğu düzeyleri üzerine bir değerlendirme. TSA 16(1), 47-72. doi:10.20296/tsad.68728.
  • Peterson, K. E. (1987). Relationships among measures of writer's block, writing anxiety, and procrastination (Yayınlanmamış doktora tezi). Ohio State Üniversitesi, ABD.
  • Poff, S. I. (2004). Regimentation: A predictor of writer's block and writing apprehension (Yayınlanmamış doktora tezi). http://search.proquest.com/docview/305121235?accountid (Erişim tarihi: 15.02.2021).
  • Rahilly, M. K. (2004). Affective, literacy, and cultural influences on the development of English composition skills: Perceptions and experiences of adult ESL students in academic ESL writing programs (Yayınlanmamış doktora tezi). http://search.proquest.com/ 305049445?accountid=16645 (Erişim tarihi: 12.12.2020).
  • Rahmat, N. H. (2020). Writer’s block for writers: How far is it true?. Global Journal of Social Sciences Studies, 6(1), 51-63.
  • Reed, P. (1986). Writer's block: A crisis in business writing (Yayınlanmamış yüksek lisans tezi). California Devlet Üniversitesi, California, ABD.
  • Rosa, J. P. O. D. ve Genuino, C. F. (2018). Correlating writer’s block and ESL learners’ writing quality. Indonesian Journal of Applied Linguistics, 7(3), 604-612.
  • Rose, M. (1980). Rigid rules, inflexible plans, and the stifling of language: A cognitivist analysis of writer's block. College Composition and Communication, 31(4), 389-401.
  • Rose, M. (1981). Questionnaire for identifying writer's block (QIWB). https://files.eric.ed.gov/fulltext/ED236652.pdf (Erişim tarihi: 13.01.2021).
  • Rose, M. (1983). The cognitive dimension of writer's block. Conference on Reading Research. California, ABD. https://files.eric.ed.gov/fulltext/ED248527.pdf (Erişim tarihi: 13.01.2021).
  • Rose, M. (1984). Writer's block: Cognitive dimension. Carbondale, Illinois: Southern Illinois University Press.
  • Salem, A. A. M. S. (2018). Engaging ESP university students in flipped classrooms for developing functional writing skills, HOTs, and eliminating writer’s block. English Language Teaching 11(12), 177-198. doi: 10.5539/elt.v11n12p177.
  • Seban, D. (2012). Yazarlık Döngüsü’nün üçüncü sınıf öğrencilerinin yazmaya karşı, tutum, algı ve yazma becerilerine etkisi [The effect of authoring cycle on third grade students’ attitudes towards writing, self-perception and writing ability]. Education and Science, 37(164), 147-158.
  • Seow, A. (2002). The writing process and process writing. J. C. Richards ve W. A. Renandya (Ed.). Methodology in language teaching: An anthology of current practice (ss. 315-320). Cambridge: Cambridge University Press.
  • Smeets, S. (2008). Writer’s block as an instrument for remaining in paradise. www.zeitschrift-schreiben.eu (Erişim tarihi: 20.03.2021).
  • Tavşanlı, Ö. F., Bilgin, A., Yıldırım, K., Rasinski, T. ve Tschantz, B. (2021). The effect of a PBWMIP on writing success and attitude toward writing. Reading & Writing Quarterly, 37(5), 425-443.
  • Tompkins, G. E. (1990). Teaching writing: Balancing process and product. Columbus: Merrill Print.
  • Voss, M. M. (2003). Building self-belief: A child overcomes writer's block. Reading & Writing Quarterly, 19(4), 347-361. doi:10.1080/10573560390226056.
  • Widodo, H. P. (2008). Process-based academic essay writing instruction an EFL context. Bahasa Dan Seni, 36(1), 101-111.
  • Zorbaz, K. Z. (2010). İlköğretim okulu öğrencilerinin yazma kaygı ve tutukluğunun yazılı anlatım becerileriyle ilişkisi (Yayımlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
  • Zorbaz, K. Z. (2015). The effect of various variables on university students’ writer’s block levels. Anthropologist, 21(1), 311-322. doi: 10.1080/09720073.2015.11891820.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dil Çalışmaları (Diğer)
Bölüm Dil ve Edebiyat
Yazarlar

Nejla Gezmiş 0000-0003-4909-1460

Yayımlanma Tarihi 26 Eylül 2023
Gönderilme Tarihi 10 Şubat 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 25 Sayı: 3

Kaynak Göster

APA Gezmiş, N. (2023). Süreç Odaklı Yazma Yaklaşımının Yazma Tutukluğu Üzerindeki Etkisi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 25(3), 810-826. https://doi.org/10.32709/akusosbil.1071639