The Effects of the Creative Collaborative Short Story Writing Technique on Developing Teacher Candidates’ Writing Skills

Yıl 2020, , 187 - 201, 05.02.2020

Mustafa Kurt Ahmet Güneyli Ezgi Gömeç Ulu Çelen Dimililer

https://doi.org/10.22559/folklor.1032

Öz

The aim of this study was to examine how the collaborative technique influenced
undergraduate English Language Teaching students’ writing skills in general and
creative collaborative short story writing skills in particular. The study commenced
by investigating the writing background of the students. Then the participants
experienced an intervention period in which they were taught the creative
collaborative technique and practiced collaborative short story writing. The effects of
this technique on the participants’ writing skills and their creative collaborative short
story writing skills were investigated, which was the principal focus of this research
study. The study was conducted with a mixed methods research design which is
a methodology for conducting research that integrating quantitative and qualitative
research with 8 students studying in the English Language Teaching Department
at Near East University. The students’ short story writings and interview questions
were used as a data collection tools. The textual data that was gathered regarding the
writing background of the senior students was analysed by thematic content analysis,
whereas the pre- and post-tests regarding the students’ creative collaborative writing
results were analysed with Wilcoxon test. The findings showed that, even in a short
time, creative and collaborative story writing activities had a positive effect on
writing success. Moreover, the results revealed that writing success was supported
by performing creative writing in conjunction with group writing activities.

Anahtar Kelimeler

creative, collaborative, writing technique

Kaynakça

• Aktaş, M. (2009). The effect of creative writing on achievement and on writing skill in foreign language teaching. Dil Dergisi, 145, 7-27.
• Andreason, N., & Powers, P. (1975). Creativity and psychosis: an examination of conceptualstyles. Archives of General Psychiatry. 32, 70-73. http://dx.doi.org /doi:10.1001/archpsyc. 1975.0170190072008
• Bejarno, Y. (1987). A cooperative small-group methodology in the language classroom. TESOL Quarterly, 21(3), 483-501. http://dx.doi.org/doi:10.2307/3586499
• Bruffee, K. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: John Hopkins University Press.
• Burnett, P.(2001). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145-154.
• Chao, Y.C.J & Lo, H.C. (2011). Students’ perceptions of Wikibased collaborative writing for learners of English as a foreign language. Interactive Learning environments, 19(4), 395-411.
• Collie, J. & S. Slater. (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge: Cambridge University press.
• Collins, P. (2004). The ascendancy of the scientific dictatorship. London: Iuniverse.
• Cremin, T. (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3). http://dx.doi.org/doi:10.1080/03057640600866023.
• De Smedt, F.,Van Keer, H. & Merchie, E. (2016). Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance. Reading and Writing, 29(5), 833-868. doi:10.1007/s11145-015-9590-z.
• Fink-Chorzempa, B., Graham, S. & Harris, K. R. (2005). Instructional adaptations for struggling writers in primary grade classrooms. Teaching Exceptional Children, 37, 60-63.
• Frederick, T. (2008). Facilitating better teamwork: Analyzing the challenges and strategies of classroom- based collaboration. Business Communication Quarterly, 71, 439-402. http://dx.doi. org/10.177/1080569908325860
• Freire, P. (1985). The politics of education. London, Macmillan.
• Galbraith, D. (1999). Writing as a knowledge-constituting process. Studies in Writing, 139-159.
• Ghanbari, N., Karampourchangi, A. & Shamsaddini, M. R. (2015). An exploration of the effect of time pressure and peer feedback on the Iranian EFL students’ writing performance. Theory and Practice in Language Studies, 5(11), 2251-2261. http://dx.doi.org /10. 17507 / tpls.0511.08.
• Graham, S., MacArthur, C., & Fitzgerald, J. (2013). Best practices in writing instruction. New York, NY: Guilford Press.
• Huang, Y. W. (2014). Taiwanese graduate students’ voices on language anxiety over writing academic papers. Journal of Language Teaching and Research, 5(6), 1219-1228. doi: 10 .4304/ jltr.5.6.1219-1228.
• Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at Thong Linh high school. Asian Journal of Educational Research, 3(2), 53-69.
• Ingermanson, R. (2014). How to write a novel using the snowflake method. Hobollen: Wiley Publishing. Jauk E., Benedek M., & Neubauer A. C. (2014). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28, 95-105. doi:10.1002/per.1941 . Jolliffe, W. (2007), Cooperative learning in the classroom. London: Paul Chapman Publishing. Kieft, R., Rijlaardam, B. & Berg, V. D. (2006). Writing as a learning tool: Testing the role of students’ writing strategies. European Journal of Psychology of Education, XXI, 18-19. doi: 10.1007/ BF03173567.
• Kim, K. H., Cramond, B. & VanTassel-Baska, J. (2010). The relationship between creativity and intelligence. In J. C. Kaufman, & R. J. Sternberg (Eds.), Handbook of creativity (pp. 395-412). Cambridge University Press.
• Kohanyi, A. (2005). Four factors that may predict the emergence of creative writing: A proposed model. Creativity Research Journal, 195-205. http://dx.doi.org/10.1080/10400419.2005.9 651479.
• Marlowe, M. (2013). Teaching children who are hard to reach. Thousand Oaks: Corwin. Marshall, J. D. (1987). The effects of writing on students’ understanding of literary texts. Research in the Teaching of English, 21(1), 30-63.
• McCabe, A. & Bliss, L. (2003). Patterns of narrative discourse: A multicultural, life span approach. The Journal of Narrative and Life History, 1, 1-2.
• Oral, G. (2014). Yine yazı yazıyoruz [Writing Again]. Ankara: PegemA Publications.
• Pardede, P. (2011). Short stories use in language skills classes: Students’ Interest and Perception. Conference: 4th Annual International Seminar Faculty of Language and Literature. Satya Wacana Christian University, At Salatiga. Retrieved from http://www.researchgate.net/publication
• Packwood, A. &Messenheimer, T. (2003). Back to the future: Developing children as writers. In E. Bearne, H. Dombey & T. Grainger (Eds.), Classroom interactions in literacy (pp. 144-156). Buckingham, Open University Press.
• Pathan, M., & Al-Dersi, Z. (2013). Investigating the role of short-stories in overcoming the problems faced by the Libyan EFL learners in reading comprehension skill. The Criterion An International Journal in English, 12, 1-8.
• Reaves, Angela C. (2012). The role of the environment in the individual difference and creativity relationship, Master Thesis, University of Florida International. Retrieved from http://digitalcommons. fiu.edu/etd/686
• Rentz, K., Arduser, L., Meloncon, L., & Debs, M. B. (2009). Designing a successful group- Report experience. Business Communication Quarterly, 71, 421-438. doi: 10.1177/10805 69908330373.
• Root, R. L. & Steinberg, M. (2012). The fourth genre: Contemporary writers of/on creative nonfiction. 6th edition, Boston: Pearson.
• Spilka, R. (1993) Collaboration across multiple organizational cultures. Technical Communication Quarterly, 2, 125-173. http://dx.doi.org/10.1080/10572259309364529.
• Storch, N. (2005). Collaborative writing: Product, process and students’ reflections. Journal of Second Language Writing, 14, 153-173. doi:10.1016/j.jslw.2005.05.002
• To, J. & Carless, D. (2015). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764. http:// dx.doi.org/10.1080/0309877X.2015.1014317
• Torrance, E. P. (1994). Creativity: Just wanting to know. Pretoria, Republic of South Africa: Benedic Books.
• Whelan, B. (2013). Back to creative writing school. London: James Sneathe.
• Wong, V.F., & Lim, J. (2013). Linking communicative functions with linguistic resources in Short stories: Implications of a narrative analysis for second language writing instruction. System 45, 147-162. http://doi.org/10.1016/j.system.2014.05.008
• Yang, R., & Allison, D. (2003). Research articles in applied linguistics: moving from results to conclusions. English for Specific Purposes, 11, 365-385. http://doi.org/10.1016/S0889- 4906(02)00026-1
• Yeh, Y. C., Yeh, Y. L., & Chen, Y. H. (2012). From knowledge sharing to knowledge creation: A blended knowledge-management model for improving university students’ creativity. Thinking Skills and Creativity, 7(3), 245-247. http://doi.org/10.1016/ j.tsc.2012.05.004.
• Online references
• [1] King’s College London. (2015). Creative Writing Undergraduate Marking Criteria. Retrieved in May 2018 from https://www.kcl.ac.uk/artshums/depts/english/study/handbook /Assessment/creative.pdf
• [2] University of Leicester. (201
• 6). MA in Modern Literature (and Creative Writing) Student Handbook. Retrieved in June 2018 from http://www2.le.ac.uk/departments/english/existing-staff-andstudents/ MAinModernLiteratureandCreativeWriting201516v1.2.pdf
• [3] University of Southampton. (2013). MA Creative Writing Handbook. Retrieved in May 2018 from https://www.southampton.ac.uk/assets/imported/transforms/content-block/Useful Downloads_Download/5F9E552D283C4072803FA38B45FEC3BE/cw_handbook_2012-13.pdf