Türkiye'deki Uluslararası Öğrencilerin Yazma Başarısı ile Yazma Kaygısı Arasındaki İlişkinin İncelenmesi

Abstract

Yazma dört temel dil becerisinden biridir ve öğrencilerin fikir ve duygularını net bir şekilde ifade etmelerine olanak sağlar. Yabancı dil edinimi bağlamında, yazma yeterliliğinin geliştirilmesi genellikle diğer dil becerilerine göre daha zordur ve sürekli çaba gerektirir. Yazma performansını etkileyen pek çok faktör bulunmaktadır ve bunlardan en önemlilerinden bir de yazma kaygısıdır. Yazma kaygısının yazma performansı üzerinde süreci kolaylaştırıcı ya da engelleyici önemli bir etkisi olduğu açıktır. Bu çalışmanın amacı, Türkiye'de öğrenim gören uluslararası öğrencilerin yazma kaygısı ile yazma becerileri arasındaki ilişkiyi belirlemektir. Çalışmaya, Türkiye'deki çeşitli üniversitelerin Türkçe öğretim merkezlerinde öğrenim gören 165 uluslararası öğrenci katılmıştır. Çalışmada nicel araştırma yöntemlerinden biri olan ilişkisel tarama modeli kullanılmış ve elde edilen veriler regresyon analizi ile çözümlenmiştir. Araştırma verileri "Yazma Kaygısı Ölçeği" ve "Yazma Becerileri Rubriği" kullanılarak elde edilmiştir. Araştırma sonuçlarına göre, Türkiye'de öğrenim gören uluslararası öğrencilerin yazma kaygısı ile yazma başarısı arasında orta düzeyde ve negatif yönde anlamlı bir ilişki bulunmuştur. Sonuçlar, öğrencilerin yazma kaygısı azaldıkça yazma başarı puanlarının arttığını, yazma kaygısı arttıkça yazma başarı puanlarının azaldığını göstermiştir.

Keywords

• yazma kaygısı
• yazma başarısı
• yabancı dil olarak Türkçe
• uluslararası öğrenciler
• regresyon analizi

Exploring the Link Between Writing Success and Writing Anxiety of International Students in Türkiye

Abstract

Writing is one of the four fundamental language skills and enables students to communicate their ideas and emotions clearly. In the context of foreign language acquisition, writing skill is generally more challenging to develop than other language skills and demands sustained effort. Writing performance is shaped by a variety of influences, and one of the most significant is writing anxiety. It is evident that writing anxiety exerts a significant influence on writing performance, either facilitating or hindering the process. This study aims to determine the relationship between writing anxiety and the writing skills of international students studying in Turkiye. Participants were 165 international students studying at Turkish teaching centers within various universities in Turkiye. The relational survey model, one of the quantitative research methods, was used in the study The collected data were examined utilizing regression analysis. The research data included the "Writing Anxiety Scale" and the "Writing Skills Rubric". According to the results, there was a moderate and negative significant relationship between writing anxiety and the writing success of international students studying in Turkiye. The results showed that as students' writing anxiety decreases, their writing success scores increase, and as their writing anxiety increases, their writing success scores decrease.

Keywords

• writing anxiety
• writing success
• Turkish as a foreign language
• international student
• the regression analysis

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