Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, , 565 - 579, 24.06.2020
https://doi.org/10.17263/jlls.759249

Öz

Kaynakça

  • Alodwan, T. A. A., & 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. Retrieved on December 6, 2018 from http://rahnet.com/journals/rah/Vol_3_No_2_June_2014/11.pdf. Bae, J. (2011). Teaching process writing for intermediate/advanced learners in South Kore (Unpublished MA Thesis). University of Wisconsin-River Falls, South Korea. Bayat, N. (2014). The effect of PWA on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141. Retrieved on December 6, 2018 from www.edam.com.tr/estp. DOI: 10.12738/estp.2014.3.1720. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (1st ed.). White Plains: Addison Wesley Longman. Camarata, S., & Woodcock, R. (2006). Sex differences in processing speed: Developmental effects in males and females. Intelligence, 34, 231–252. DOI: 10.1016/j.intell.2005.12.001. Cheung, M., & Chan, A. (1994). Teaching writing as a process. Hong Kong: Education Department. Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T. M. & Swan, J. (2003). Teaching academic writing: A toolkit for higher education. London: Routledge. Daze, B. D. & 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 Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. Fulwiler, T. (1996). The college writer's reference. Upper Saddle River: Prentice Hall Print. Goldstein, A. A., & Carr, P. G. (1996). Can students benefit from process writing, NCES Report, 3(1), 96-845. Harmer, J. (2004). How to teach writing. London: Pearson Education Limited. Ho, B. (2006). Effectiveness of using the process approach to teach writing in six Hong Kong primary classrooms. Perspectives: Working Paper in English and Communication, 17(1). Retrieved on November 24, 2018 from http://citeseerx.ist.psu.edu/viewdoc/download? Jacob, G., & Talshir, P. (1998). Creative writing. English Teachers’ Journal (Oct.), 64-65. Johnson, A. P. (2008). Teaching reading and writing: A guidebook for tutoring and remediating students. New York: Rowman and Littlefield Education. Kroll, Barbara. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language, (pp: 219-232). Boston: Heinle and Heinle. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press. Mahon, T., & Yau, R. (1992). Introducing a process approach in the teaching of writing in a lower primary classroom. ILEJ, 9, 23-29. 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. Murray, D. (1972). Teach writing as a process not product. The Leaflet, 71, 11-14. Nabhan, S. (2016). The process approach to improve students’ writing ability in English education department University of Pgri Adı Buana Surabaya, Journal Pengajaran Bahasa dan Sastra, 13, 1-16. Nowell, A., & Hedges, L. V. (1998). Trends in gender differences in academic achievement from 1960 to 1994: An analysis of differences in mean, variance, and extreme scores. Sex Roles, 39, 21-43. DOI: 10.1023/A:1018873615316. Olajide, J. L. (2013). Effect of integrated approach on polytechnic students' achievement in essay writing. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 4(6), 917-924. Onozawa, C. (2010). A study of the Process Writing Approach: A suggestion for an eclectic writing approach. Research Note, pp. 153-163. Oshima, A., & Hogue, A. (2006). Writing academic English. New York: Pearson Education. Pajares, F., & Valiante, G. (1999). Grade Level and Gender Differences in the Writing Self-Beliefs of Middle School Students. Contemporary Educational Psychology, 24(4), 390-405. Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press. Reilly, D., Neumann, D. L., & Andrews, G. (2019) Gender Differences in Reading and Writing Achievement: Evidence From the National Assessment of Educational Progress (NAEP). American Psychologist 74(4), 445-458. DOI: 10.1037/amp0000356. Reynolds, M. R., Scheiber, C., Hajovsky, D. B., Schwartz, B. & Kaufman, A. S. (2015). Gender differences in academic achievement: Is writing an exception to the gender similarities hypothesis? The Journal of Genetic Psychology, 176(4). DOI: 10.1080/00221325.2015.1036833. Scannella, A. M. (1982). A writing-as-process model as a means for improving compositions and attitudes toward composition in the high school. Doctoral dissertation. Available from ProQuest Dissertations and Theses database. (UMI No. 8301605). Scheiber, C., Reynolds, M. R., Hajovsky, D. B., & Kaufman, A. S. (2015). Gender differences in achievement in a large, nationally representative sample of children and adolescents. Psychology in the Schools, 52, 335–348. DOI: 10.1002/pits.21827. Seow, A. (2002). The writing process and process writing. In J. C. Richards & W. A. Renandya (eds.). Methodology in language teaching: An anthology of current practice, (pp. 315-320). Cambridge: Cambridge University Press. Tompkins, G. E. (1990). Teaching writing: Balancing process and product. Columbus: Merrill Print. Widodo, H. P. (2008). Process-based academic essay writing instruction an EFL context. Bahasa Dan Seni, 36(1), 101-111

Difficulties of students in Process Writing Approach

Yıl 2020, , 565 - 579, 24.06.2020
https://doi.org/10.17263/jlls.759249

Öz

The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the end of the procedure. Their essays were assessed with a checklist prepared by the researcher according to the steps of the approach. At the end of the analysis, it is found that the students have success in the application of the approach in their writing class. Furthermore, it is seen that the students have difficulties in the application of the second stage, drafting, of the approach. The Process Writing Approach is a difficult and time-consuming approach in writing. It is found in this study that drafting and revising are problematic stages for undergraduate students. Thus, it is thought that it will be better for teachers to warn students to prepare enough before the production stage. Also, having separate lectures on the organization of paragraphs before the application of the approach will be useful for students.

Kaynakça

  • Alodwan, T. A. A., & 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. Retrieved on December 6, 2018 from http://rahnet.com/journals/rah/Vol_3_No_2_June_2014/11.pdf. Bae, J. (2011). Teaching process writing for intermediate/advanced learners in South Kore (Unpublished MA Thesis). University of Wisconsin-River Falls, South Korea. Bayat, N. (2014). The effect of PWA on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133-1141. Retrieved on December 6, 2018 from www.edam.com.tr/estp. DOI: 10.12738/estp.2014.3.1720. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (1st ed.). White Plains: Addison Wesley Longman. Camarata, S., & Woodcock, R. (2006). Sex differences in processing speed: Developmental effects in males and females. Intelligence, 34, 231–252. DOI: 10.1016/j.intell.2005.12.001. Cheung, M., & Chan, A. (1994). Teaching writing as a process. Hong Kong: Education Department. Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T. M. & Swan, J. (2003). Teaching academic writing: A toolkit for higher education. London: Routledge. Daze, B. D. & 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 Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387. Fulwiler, T. (1996). The college writer's reference. Upper Saddle River: Prentice Hall Print. Goldstein, A. A., & Carr, P. G. (1996). Can students benefit from process writing, NCES Report, 3(1), 96-845. Harmer, J. (2004). How to teach writing. London: Pearson Education Limited. Ho, B. (2006). Effectiveness of using the process approach to teach writing in six Hong Kong primary classrooms. Perspectives: Working Paper in English and Communication, 17(1). Retrieved on November 24, 2018 from http://citeseerx.ist.psu.edu/viewdoc/download? Jacob, G., & Talshir, P. (1998). Creative writing. English Teachers’ Journal (Oct.), 64-65. Johnson, A. P. (2008). Teaching reading and writing: A guidebook for tutoring and remediating students. New York: Rowman and Littlefield Education. Kroll, Barbara. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language, (pp: 219-232). Boston: Heinle and Heinle. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press. Mahon, T., & Yau, R. (1992). Introducing a process approach in the teaching of writing in a lower primary classroom. ILEJ, 9, 23-29. 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. Murray, D. (1972). Teach writing as a process not product. The Leaflet, 71, 11-14. Nabhan, S. (2016). The process approach to improve students’ writing ability in English education department University of Pgri Adı Buana Surabaya, Journal Pengajaran Bahasa dan Sastra, 13, 1-16. Nowell, A., & Hedges, L. V. (1998). Trends in gender differences in academic achievement from 1960 to 1994: An analysis of differences in mean, variance, and extreme scores. Sex Roles, 39, 21-43. DOI: 10.1023/A:1018873615316. Olajide, J. L. (2013). Effect of integrated approach on polytechnic students' achievement in essay writing. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 4(6), 917-924. Onozawa, C. (2010). A study of the Process Writing Approach: A suggestion for an eclectic writing approach. Research Note, pp. 153-163. Oshima, A., & Hogue, A. (2006). Writing academic English. New York: Pearson Education. Pajares, F., & Valiante, G. (1999). Grade Level and Gender Differences in the Writing Self-Beliefs of Middle School Students. Contemporary Educational Psychology, 24(4), 390-405. Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press. Reilly, D., Neumann, D. L., & Andrews, G. (2019) Gender Differences in Reading and Writing Achievement: Evidence From the National Assessment of Educational Progress (NAEP). American Psychologist 74(4), 445-458. DOI: 10.1037/amp0000356. Reynolds, M. R., Scheiber, C., Hajovsky, D. B., Schwartz, B. & Kaufman, A. S. (2015). Gender differences in academic achievement: Is writing an exception to the gender similarities hypothesis? The Journal of Genetic Psychology, 176(4). DOI: 10.1080/00221325.2015.1036833. Scannella, A. M. (1982). A writing-as-process model as a means for improving compositions and attitudes toward composition in the high school. Doctoral dissertation. Available from ProQuest Dissertations and Theses database. (UMI No. 8301605). Scheiber, C., Reynolds, M. R., Hajovsky, D. B., & Kaufman, A. S. (2015). Gender differences in achievement in a large, nationally representative sample of children and adolescents. Psychology in the Schools, 52, 335–348. DOI: 10.1002/pits.21827. Seow, A. (2002). The writing process and process writing. In J. C. Richards & W. A. Renandya (eds.). Methodology in language teaching: An anthology of current practice, (pp. 315-320). Cambridge: Cambridge University Press. Tompkins, G. E. (1990). Teaching writing: Balancing process and product. Columbus: Merrill Print. Widodo, H. P. (2008). Process-based academic essay writing instruction an EFL context. Bahasa Dan Seni, 36(1), 101-111
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Nejla Gezmiş Bu kişi benim

Yayımlanma Tarihi 24 Haziran 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Gezmiş, N. (2020). Difficulties of students in Process Writing Approach. Journal of Language and Linguistic Studies, 16(2), 565-579. https://doi.org/10.17263/jlls.759249
AMA Gezmiş N. Difficulties of students in Process Writing Approach. Journal of Language and Linguistic Studies. Haziran 2020;16(2):565-579. doi:10.17263/jlls.759249
Chicago Gezmiş, Nejla. “Difficulties of Students in Process Writing Approach”. Journal of Language and Linguistic Studies 16, sy. 2 (Haziran 2020): 565-79. https://doi.org/10.17263/jlls.759249.
EndNote Gezmiş N (01 Haziran 2020) Difficulties of students in Process Writing Approach. Journal of Language and Linguistic Studies 16 2 565–579.
IEEE N. Gezmiş, “Difficulties of students in Process Writing Approach”, Journal of Language and Linguistic Studies, c. 16, sy. 2, ss. 565–579, 2020, doi: 10.17263/jlls.759249.
ISNAD Gezmiş, Nejla. “Difficulties of Students in Process Writing Approach”. Journal of Language and Linguistic Studies 16/2 (Haziran 2020), 565-579. https://doi.org/10.17263/jlls.759249.
JAMA Gezmiş N. Difficulties of students in Process Writing Approach. Journal of Language and Linguistic Studies. 2020;16:565–579.
MLA Gezmiş, Nejla. “Difficulties of Students in Process Writing Approach”. Journal of Language and Linguistic Studies, c. 16, sy. 2, 2020, ss. 565-79, doi:10.17263/jlls.759249.
Vancouver Gezmiş N. Difficulties of students in Process Writing Approach. Journal of Language and Linguistic Studies. 2020;16(2):565-79.