TURKISH TEACHERS' VIEWS ON PROCESS-BASED WRITING APPROACH

In this study, Turkish teachers' views on process-based writing approach were examined. Case study design, one of the qualitative research designs, was used in the study. Simple random sampling, one of the random sampling methods, was used and 12 Turkish teachers participated in the study. Descriptive analysis method, one of the qualitative data analysis methods, was used to analyze the data of the study. In order to collect the data of the study, a semi-structured interview form was applied to Turkish teachers. Turkish teachers allocate 1-2 hours a week for writing skills. While the teachers defined the process-based writing approach as an approach that progresses in stages and gives importance not only to the result but also to the process, 3 participants stated that this approach is not realized in practice, 3 participants stated that it is partially realized, and 2 participants stated that it is realized in practice. Turkish teachers who participated in the research believe that students are more successful in the process-based writing approach. The teachers stated that the most common problems they encountered while applying the process-based writing approach were students' lack of readiness and a very time-consuming process. The participants stated that the process-based writing approach enables them to see the whole process and gain the ability to plan and develop students' creative thinking skills. Turkish teachers justified students' negative attitudes towards writing as poor vocabulary because they did not read books and reluctance and anxiety because they were not encouraged to write. They stated that in order to make a qualified writing work, preparation on the subject before writing, feedback and correction during writing, and criticism of the work after writing should be made.