The Effectiveness of the Process-Genre Approach in Enhancing Writing Skills in Turkish as a Foreign Language

Öz

This randomized controlled trial examined the efficacy of process-genre pedagogy on writing achievement among Turkish foreign language learners, investigating both immediate and retention effects across multiple writing dimensions. Eighty B2-level international students from 13 countries were randomly assigned to experimental (process-genre instruction, n=40) or control (traditional textbook-based instruction, n=40) conditions using stratified randomization. The 9-week intervention targeted nine text genres through systematic scaffolding of process and genre awareness. Writing performance was assessed using a validated 25-point analytical rubric measuring grammar, vocabulary, content organization, textual coherence, and length. Data were collected at pretest, posttest, and 5-week retention intervals. Multivariate analysis of covariance (MANCOVA), controlling for pretest performance, revealed significant group differences (Wilks' λ = .118, F(2,75) = 288.24, p < .001, ηp² = .885). The experimental group demonstrated superior performance on both posttest (Madj = 23.86 vs. 20.86, p < .001, Cohen's d = 3.28) and retention measures (Madj = 22.83 vs. 20.09, p < .001, Cohen's d = 2.76). Qualitative analysis revealed enhanced strategic competence, improved linguistic confidence, increased motivational engagement, and developed metacognitive awareness. Process-genre pedagogy produced substantial and sustained improvements in foreign language writing achievement. The integration of process strategies with genre awareness appears particularly effective for developing learners' compositional competence across linguistic, cognitive, and motivational dimensions.

Anahtar Kelimeler

• Process-genre approach
• writing skills
• teaching Turkish as a foreign language
• randomized controlled trial

Yabancı Dil Olarak Türkçe Yazma Becerilerinin Geliştirilmesinde Süreç-Tür Temelli Yaklaşımın Etkililiği

Öz

Bu randomize kontrollü çalışma, süreç-tür pedagojisinin Türk yabancı dil öğrenenler arasında yazma başarısı üzerindeki etkinliğini inceleyerek, birden fazla yazma boyutunda hem anlık hem de kalıcı etkileri araştırmıştır. 13 ülkeden 80 B2 seviyesindeki uluslararası öğrenci, tabakalı randomizasyon kullanılarak deney (süreç-tür eğitimi, n=40) veya kontrol (geleneksel ders kitabı tabanlı eğitim, n=40) koşullarına rastgele atanmıştır. 9 haftalık müdahale, süreç ve tür farkındalığının sistematik olarak desteklenmesi yoluyla dokuz metin türünü hedeflemiştir. Yazma performansı, dil bilgisi, kelime dağarcığı, içerik organizasyonu, metinsel tutarlılık ve uzunluğu ölçen geçerliliği kanıtlanmış 25 puanlık analitik bir değerlendirme ölçeği kullanılarak değerlendirilmiştir. Veriler ön test, son test ve 5 haftalık kalıcılık aralıklarında toplanmıştır. Ön test performansını kontrol eden çok değişkenli kovaryans analizi (MANCOVA), anlamlı grup farklılıklarını ortaya koydu (Wilks' λ = .118, F(2,75) = 288.24, p < .001, ηp² = .885). Deney grubu hem son testte (Madj = 23.86'ya karşı 20.86, p < .001, Cohen's d = 3.28) hem de kalıcılık ölçümlerinde (Madj = 22.83'e karşı 20.09, p < .001, Cohen's d = 2.76) üstün performans gösterdi. Nitel analiz, gelişmiş stratejik yeterlilik, iyileştirilmiş dilsel güven, artan motivasyonel katılım ve gelişmiş üstbilişsel farkındalık ortaya koydu. Süreç-tür pedagojisi, yabancı dil yazma başarısında önemli ve sürdürülebilir iyileşmeler sağladı. Süreç stratejilerinin tür farkındalığıyla bütünleştirilmesi, öğrencilerin dilsel, bilişsel ve motivasyonel boyutlarda kompozisyon becerilerini geliştirmek için özellikle etkili görünmektedir.

Anahtar Kelimeler

• Süreç-tür yaklaşımı
• yazma becerisi
• yabancı dil olarak Türkçe öğretimi
• rastgele kontrollü çalışma

Kaynakça

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