Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 7 Sayı: 2, 262 - 286, 26.11.2020
https://doi.org/10.33710/sduijes.710062

Öz

Kaynakça

  • Adıgüzel, M. F. (1998). The effect of the process approach to teaching writing on Turkish students’ writing skills and overall language proficiency in EFL, Unpublished master’s thesis, Mersin University, Mersin, Turkey.
  • Ağçam, R., & Babanoğlu, M. P. (2016). An investigation on EFL teachers’ attitude toward teaching profession. Higher Education Studies, 6(3), 21.
  • Alderson, J. C., & Wall, D. (1993). Does Washback Exist? Applied Linguistics, 14, 115-129.
  • Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels, Unpublished master’s thesis, Başkent University, Ankara.
  • Aydın, S., & Başöz, T. (2010). The attitudes of pre-service teachers towards EFL writing. Journal of Language and Linguistic Studies, 6(2), 54-69.
  • Aziz, S. S. (2011). Analysis of errors in paragraph writing in English by second year geography and history students at university of Baghdad. Journal of College of Education for Women, 22(2), 371-387.
  • Babayiğit, M. V. (2015) The role of portfolios in boosting young adult learners' writing skills, Unpublished master’s thesis, Çağ University, Mersin, Turkey.
  • Bağçeci, E. (2015). Developing writing skills through drama in EFL classroom, Unpublished master’s thesis, Muğla Sıtkı Koçma University, Muğla, Turkey.
  • Best, J.W. and Kahn, J.V. (2006). Research in Education. Cape Town: Pearson Education Inc.
  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
  • Büyükkarcı, K. (2010). The effect of formative assessment on learners’ test anxiety and assessment preferences in EFL context, Unpublished doctoral dissertation, Çukurova University, Adana, Turkey.
  • Chen, C. W. (2016). A survey on EFL teachers’ assessment methods in entry-level writing courses in technological universities in Taiwan. Journal of Pan-Pacific Association of Applied Linguistics, 20(1), 21-36.
  • Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21, 360-389.
  • Cizek, G.J., S.M. Fitzgerald, and R.E. Rachor. (1996). Teachers’ assessment practices: preparation, isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Çetin, S. (2018). Instructors' perceptions about the use of positive reinforcement in English language classes, Unpublished master’s thesis, Çağ University, Mersin, Turkey.
  • Demirezen, M. (1994). The essentials of composition and short essay writing. Ankara: Adım publications.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • ELC (2018). English language curriculum for 2nd and 8th Grades-2018. Ministry of National Education.
  • Gholami, J., Sarkhosh, M., & Abdi, H. (2016). An exploration of teaching practices of private, public, and public-private EFL teachers in Iran. Journal of Teacher Education for Sustainability, 18(1), 16-33.
  • Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4-6: A national survey. The Elementary School Journal, 110(4), 494-518. doi: 10.1086/651193
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington DC: The Alliance for Excellent Education.
  • Hyland, Ken. (2002). Teaching and researching writing. Harlow: Longman.
  • Halsey, S. (2007). Embracing emergent technologies and envisioning new ways of using them for literacy learning in the primary classroom. English Teaching: Practice and Critique, 6, 99-107.
  • Han T. (2013). The impact of rating methods and rater training on the variability and reliability of EFL students' classroom-based writing assessments in Turkish universities: An investigation of problems and solutions, Unpublished doctoral dissertation, Atatürk University, Erzurum, Turkey.
  • Hughes, A. (2003). Testing for language teachers (2nd ed.), Cambridge: Cambridge University Press.
  • İbrahim, H. (2006). The effect of using the reading for writing approach on developing the writing ability of Egyptian EFL learners and their attitudes towards writing. Online Submission. ERIC(ED498363)
  • Jacob, C. L. (2010). How to write better tests: A handbook for improving test construction skills.
  • Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.
  • Kırkgöz, Y., & Ağçam, R. (2012). Investigating the written assessment practices of Turkish teachers of English at primary education. The Journal of Language and Linguistic Studies, 8(2), 119-136.
  • Kibar, E. P., (2018). Pre-service and in-service English teachers’ perceptions of testing and assessment in EFL classes. Unpublished master’s thesis, Hacettepe University, Ankara, Turkey.
  • Köksal, D. (2004). Assessing teachers’ testing skills in ELT and enhancing their professional development through distance learning on the net. Turkish Online Journal of Distance Education (TOJDE), 5(1), 1- 11.
  • Köroğlu, Ü. M., (2011). The effects of project-based and portfolio based learning on high school students' reading and writing skills in English, Unpublished master’s thesis, Uludağ University, Bursa, Turkey.
  • Kroll, B. (1990) Second language writing: Research insights from the classroom. Cambridge: Cambridge University Press.
  • Kurniasih, E. (2011). Teaching the four language skills in primary EFL classroom: Some considerations. Journal of English Teaching, 1(1), 70-81.
  • Larenas, C. H. D., Moran, A. V. R. & Rivera, K. J. P. (2011). Comparing teaching style and personality types of EFL instructors in the public and private sectors. Profile, 13(1), 111-127.
  • Martin, D. (2008). The Authors Gallery: A Meaningful Integration of Technology and Writing. Teaching with Technology: A Necessity with a Downside, 13-17.
  • McLane J. B., & McNamee G. D. (1990). Early Literacy. Harvard University Press.
  • Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168(1), 43-60.
  • Newel, G. E. (1996). Reader-based and teacher-centered instructional tasks: Writing and learning about a short story in middle-track classroom. Journal of Literacy Research, 28(1), 147-172.
  • O’ Brien, T. (2004). Writing in a foreign language: Teaching and learning. Language Teaching, 37, 1-28. Cambridge University Press.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Reading, Mass: Addison-Wesley Pub. Co.
  • Onbaşı, M. (2014). EFL instructors' self-efficacy in relation to student achievement and student perception of instructors' efficacy in teaching writing, Unpublished master's thesis, Marmara University, İstanbul, Turkey.
  • Oruç, N. (1999). Evaluating the reliability of two grading systems for writing assessment at Anadolu University preparatory school, Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Öz, S., & Atay D. (2017). Turkish EFL instructors’ in-class language assessment literacy: perceptions and practices. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 6(1), 25-44.
  • Özbay, A. Ş., (2004). Tertiary level EFL teachers' perceptions of the role and importance of writing skill in English language teaching. Unpublished master's thesis, Karadeniz Technical University, Trabzon, Turkey.
  • Özdemir-Yılmazer, M., & Özkan, Y. (2017). Classroom assessment practices of English language instructor. Journal of Language and Linguistic Studies,13(2), 324-345.
  • Polat, M. (2003). A Study on developing a writing assessment profile for English preparatory program of Anadolu University School of Foreign Languages, Unpublished master's thesis, Anadolu University, Eskişehir, Turkey.
  • Polio, C. (2017). Teaching second language writing. New York: Routledge.
  • Raimes, A. (2008). Keys for writers. Princeton, N.J: Recording for the Blind & Dyslexic.
  • Rea-Dickins, P., & Rixon, S. (1999). Assessment of young learners’ English: reasons and means. In Rixon, S. (Ed), Young learners of English: some research perspectives. Harlow: Addison Wesley Longman/The British Council, 89-101.
  • Reid, J. (2001). Writing. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 28-33.
  • Sole, E. S. (2018). Rater discrepancy resolution in second language writing assessment: An analysis of rater negotiations, Unpublished doctoral dissertation, Yeditepe University, İstanbul.
  • Sondolo, L. (2010). How can the use of technology enhance writing in the classroom? Education Masters, 194.
  • Tran, T. (2012). Second Language Assessment for Classroom Teachers. MIDTESOL, 1-23.
  • Uçar, S., & Yazıcı, Y. (2016). The impact of portfolios on enhancing writing skills in ESP classes. Procedia-Social and Behavioral Sciences, 232, 226-233.
  • Wulandari, A. (2012). Improving students’ writing skill using modelled writing technique, Unpublished master’s thesis, Sebelas Maret University, Surakarta, Indonesia.
  • Yeşilyurt, S. (2008). A self-determination approach to teaching writing in pre-service EFL teacher education, Unpublished doctoral dissertation, Atatürk University, Erzurum, Turkey.
  • Yetkin, R. (2018). Exploring prospective teachers’ conceptions of assessment in Turkish context. European Journal of Education Studies, 4(5), 133-147.
  • Yıldırım, R. (1991). Improving writing skills in large classes in high schools through group and pair work. Unpublished master’s thesis, Çukurova University, Adana, Turkey.
  • Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.

English Language Teachers' Views on Teaching and Assessment of Writing Skills

Yıl 2020, Cilt: 7 Sayı: 2, 262 - 286, 26.11.2020
https://doi.org/10.33710/sduijes.710062

Öz

This research investigates the techniques used by English language teachers for teaching and assessing writing skills in their classes at secondary school level. In this study, both quantitative and qualitative data collection methods were used. The data were obtained from 97 English language teachers working in public and private secondary schools through two different surveys. The first survey aimed to measure the teaching writing techniques and the second one aimed to investigate the teachers’ assessment techniques for writing. Beside the surveys, 6 randomly selected teachers were interviewed to collect more detailed information. The analysis results of the quantitative data collected through the surveys demonstrated that teachers preferred teacher-centered and direct instruction methods for teaching writing. When it comes to assessment, teachers’ scores were higher in more mechanical, exam-oriented and paper based assessment techniques. The quantitative findings also revealed that gender, teaching experience and the school type do not significantly influence English language teachers’ preferences of teaching and assessment techniques. The qualitative findings of the study revealed that teachers’ choices of teaching and assessing writing techniques were affected by time, lack of motivation, course book contents, lack of in-service training and grading.

Kaynakça

  • Adıgüzel, M. F. (1998). The effect of the process approach to teaching writing on Turkish students’ writing skills and overall language proficiency in EFL, Unpublished master’s thesis, Mersin University, Mersin, Turkey.
  • Ağçam, R., & Babanoğlu, M. P. (2016). An investigation on EFL teachers’ attitude toward teaching profession. Higher Education Studies, 6(3), 21.
  • Alderson, J. C., & Wall, D. (1993). Does Washback Exist? Applied Linguistics, 14, 115-129.
  • Ateş, S. (2013). Foreign language writing anxiety of prospective EFL teachers: How to reduce their anxiety levels, Unpublished master’s thesis, Başkent University, Ankara.
  • Aydın, S., & Başöz, T. (2010). The attitudes of pre-service teachers towards EFL writing. Journal of Language and Linguistic Studies, 6(2), 54-69.
  • Aziz, S. S. (2011). Analysis of errors in paragraph writing in English by second year geography and history students at university of Baghdad. Journal of College of Education for Women, 22(2), 371-387.
  • Babayiğit, M. V. (2015) The role of portfolios in boosting young adult learners' writing skills, Unpublished master’s thesis, Çağ University, Mersin, Turkey.
  • Bağçeci, E. (2015). Developing writing skills through drama in EFL classroom, Unpublished master’s thesis, Muğla Sıtkı Koçma University, Muğla, Turkey.
  • Best, J.W. and Kahn, J.V. (2006). Research in Education. Cape Town: Pearson Education Inc.
  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
  • Büyükkarcı, K. (2010). The effect of formative assessment on learners’ test anxiety and assessment preferences in EFL context, Unpublished doctoral dissertation, Çukurova University, Adana, Turkey.
  • Chen, C. W. (2016). A survey on EFL teachers’ assessment methods in entry-level writing courses in technological universities in Taiwan. Journal of Pan-Pacific Association of Applied Linguistics, 20(1), 21-36.
  • Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21, 360-389.
  • Cizek, G.J., S.M. Fitzgerald, and R.E. Rachor. (1996). Teachers’ assessment practices: preparation, isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Çetin, S. (2018). Instructors' perceptions about the use of positive reinforcement in English language classes, Unpublished master’s thesis, Çağ University, Mersin, Turkey.
  • Demirezen, M. (1994). The essentials of composition and short essay writing. Ankara: Adım publications.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • ELC (2018). English language curriculum for 2nd and 8th Grades-2018. Ministry of National Education.
  • Gholami, J., Sarkhosh, M., & Abdi, H. (2016). An exploration of teaching practices of private, public, and public-private EFL teachers in Iran. Journal of Teacher Education for Sustainability, 18(1), 16-33.
  • Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4-6: A national survey. The Elementary School Journal, 110(4), 494-518. doi: 10.1086/651193
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington DC: The Alliance for Excellent Education.
  • Hyland, Ken. (2002). Teaching and researching writing. Harlow: Longman.
  • Halsey, S. (2007). Embracing emergent technologies and envisioning new ways of using them for literacy learning in the primary classroom. English Teaching: Practice and Critique, 6, 99-107.
  • Han T. (2013). The impact of rating methods and rater training on the variability and reliability of EFL students' classroom-based writing assessments in Turkish universities: An investigation of problems and solutions, Unpublished doctoral dissertation, Atatürk University, Erzurum, Turkey.
  • Hughes, A. (2003). Testing for language teachers (2nd ed.), Cambridge: Cambridge University Press.
  • İbrahim, H. (2006). The effect of using the reading for writing approach on developing the writing ability of Egyptian EFL learners and their attitudes towards writing. Online Submission. ERIC(ED498363)
  • Jacob, C. L. (2010). How to write better tests: A handbook for improving test construction skills.
  • Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.
  • Kırkgöz, Y., & Ağçam, R. (2012). Investigating the written assessment practices of Turkish teachers of English at primary education. The Journal of Language and Linguistic Studies, 8(2), 119-136.
  • Kibar, E. P., (2018). Pre-service and in-service English teachers’ perceptions of testing and assessment in EFL classes. Unpublished master’s thesis, Hacettepe University, Ankara, Turkey.
  • Köksal, D. (2004). Assessing teachers’ testing skills in ELT and enhancing their professional development through distance learning on the net. Turkish Online Journal of Distance Education (TOJDE), 5(1), 1- 11.
  • Köroğlu, Ü. M., (2011). The effects of project-based and portfolio based learning on high school students' reading and writing skills in English, Unpublished master’s thesis, Uludağ University, Bursa, Turkey.
  • Kroll, B. (1990) Second language writing: Research insights from the classroom. Cambridge: Cambridge University Press.
  • Kurniasih, E. (2011). Teaching the four language skills in primary EFL classroom: Some considerations. Journal of English Teaching, 1(1), 70-81.
  • Larenas, C. H. D., Moran, A. V. R. & Rivera, K. J. P. (2011). Comparing teaching style and personality types of EFL instructors in the public and private sectors. Profile, 13(1), 111-127.
  • Martin, D. (2008). The Authors Gallery: A Meaningful Integration of Technology and Writing. Teaching with Technology: A Necessity with a Downside, 13-17.
  • McLane J. B., & McNamee G. D. (1990). Early Literacy. Harvard University Press.
  • Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168(1), 43-60.
  • Newel, G. E. (1996). Reader-based and teacher-centered instructional tasks: Writing and learning about a short story in middle-track classroom. Journal of Literacy Research, 28(1), 147-172.
  • O’ Brien, T. (2004). Writing in a foreign language: Teaching and learning. Language Teaching, 37, 1-28. Cambridge University Press.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Reading, Mass: Addison-Wesley Pub. Co.
  • Onbaşı, M. (2014). EFL instructors' self-efficacy in relation to student achievement and student perception of instructors' efficacy in teaching writing, Unpublished master's thesis, Marmara University, İstanbul, Turkey.
  • Oruç, N. (1999). Evaluating the reliability of two grading systems for writing assessment at Anadolu University preparatory school, Unpublished master’s thesis, Bilkent University, Ankara, Turkey.
  • Öz, S., & Atay D. (2017). Turkish EFL instructors’ in-class language assessment literacy: perceptions and practices. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 6(1), 25-44.
  • Özbay, A. Ş., (2004). Tertiary level EFL teachers' perceptions of the role and importance of writing skill in English language teaching. Unpublished master's thesis, Karadeniz Technical University, Trabzon, Turkey.
  • Özdemir-Yılmazer, M., & Özkan, Y. (2017). Classroom assessment practices of English language instructor. Journal of Language and Linguistic Studies,13(2), 324-345.
  • Polat, M. (2003). A Study on developing a writing assessment profile for English preparatory program of Anadolu University School of Foreign Languages, Unpublished master's thesis, Anadolu University, Eskişehir, Turkey.
  • Polio, C. (2017). Teaching second language writing. New York: Routledge.
  • Raimes, A. (2008). Keys for writers. Princeton, N.J: Recording for the Blind & Dyslexic.
  • Rea-Dickins, P., & Rixon, S. (1999). Assessment of young learners’ English: reasons and means. In Rixon, S. (Ed), Young learners of English: some research perspectives. Harlow: Addison Wesley Longman/The British Council, 89-101.
  • Reid, J. (2001). Writing. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 28-33.
  • Sole, E. S. (2018). Rater discrepancy resolution in second language writing assessment: An analysis of rater negotiations, Unpublished doctoral dissertation, Yeditepe University, İstanbul.
  • Sondolo, L. (2010). How can the use of technology enhance writing in the classroom? Education Masters, 194.
  • Tran, T. (2012). Second Language Assessment for Classroom Teachers. MIDTESOL, 1-23.
  • Uçar, S., & Yazıcı, Y. (2016). The impact of portfolios on enhancing writing skills in ESP classes. Procedia-Social and Behavioral Sciences, 232, 226-233.
  • Wulandari, A. (2012). Improving students’ writing skill using modelled writing technique, Unpublished master’s thesis, Sebelas Maret University, Surakarta, Indonesia.
  • Yeşilyurt, S. (2008). A self-determination approach to teaching writing in pre-service EFL teacher education, Unpublished doctoral dissertation, Atatürk University, Erzurum, Turkey.
  • Yetkin, R. (2018). Exploring prospective teachers’ conceptions of assessment in Turkish context. European Journal of Education Studies, 4(5), 133-147.
  • Yıldırım, R. (1991). Improving writing skills in large classes in high schools through group and pair work. Unpublished master’s thesis, Çukurova University, Adana, Turkey.
  • Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Serdal Kalay 0000-0003-1890-8896

Kağan Büyükkarcı 0000-0002-7365-0210

Yayımlanma Tarihi 26 Kasım 2020
Kabul Tarihi 11 Kasım 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Kalay, S., & Büyükkarcı, K. (2020). English Language Teachers’ Views on Teaching and Assessment of Writing Skills. SDU International Journal of Educational Studies, 7(2), 262-286. https://doi.org/10.33710/sduijes.710062
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ISSN:2148-9068