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Writing skill, which is the last learned skill among the four basic language skills, requires many mental, physical and affective activities to be performed together. The writing process, which still has some mysteries despite its nearly five thousand-year history, has not yet been fully understood, although various models have been put forward. In understanding this process, the role of the instructors, who contribute to the development of writing skills and are the triggers of this writing process and the guide of various stages, cannot be denied. In this respect, it is thought that teachers' beliefs about writing skills affect the writing process. The aim of this research is to determine the beliefs of teachers teaching Turkish at the Turkish Teaching Application and Research Center (TÖMER) operating within a state university about writing skills. The study was carried out with the case study method, one of the qualitative research designs. The study group consists of 9 instructors (5 men, 4 women) who teach Turkish as a second language. As a data collection tool, a semi-structured interview form developed by the researchers was prepared. Content analysis was used in the analysis of the data. The answers given by the participants were themed and interpreted by the researchers. In the findings obtained in the study, the beliefs of the participants about writing skills in teaching Turkish as a second language were revealed. [ABSTRACT FROM AUTHOR]

The number of foreign and Turkish students coming to Turkey for education and the need to learn Turkish are increasing exponentially, so teaching Turkish as a foreign language goes through important processes. The rapid increase in the number of Kazakh Turkish students, especially among the Turkish Noble students who came to Turkey, has revealed the necessity of conducting research and special studies to teach Turkey Turkish to those whose mother tongue is Kazakh Turkish. In this context, the aim of the study is; To contribute to students and teachers by examining the situation in writing skills of students whose mother tongue is Kazakh Turkish in the process of learning Turkey Turkish and making suggestions to improve their writing skills. In line with the purpose of the research, after giving general information about writing skills and Kazakh Turkish in language teaching, the spelling mistakes of the students in the Turkish learning process were discussed. The data of the research; At Gazi TÖMER, the mother tongue is Kazakh Turkish, and it has been obtained from the writing lessons of the students who take the Turkish course and the writing lesson exam documents. Afterwards, these findings were examined and evaluated with the content analysis method, in line with the determined criteria, and suggestions were made for solutions to the mistakes made. [ABSTRACT FROM AUTHOR]

In this study, which aims to measure the effect of peer feedback on the writing skills of students learning Turkish as a foreign language, the mixed method was used. Quantitative data were obtained by using the semiexperimental method with pretest-posttest control group, and qualitative data were obtained by semi-structured interview form. The study group consists of 30 students studying at C1 level (C and G classes) at Gaziantep University Turkish Teaching Application and Research Center in the 2015-2016 academic year. For the application, a 4-week peer feedback training program was prepared in the light of the relevant literature, and the students were educated according to this program and evaluated the writings of their friends. As a result of the research, the writing scores of the students in the experimental group increased statistically significantly and it was determined that the peer feedback improved the students' writing skills in terms of word choice, content, language use and form. [ABSTRACT FROM AUTHOR]

This research aims to reveal the problems that negatively affect the creative writing processes and solution suggestions based on the experiences of Turkish teacher candidates. For this purpose, the opinions of Turkish teacher candidates were examined. The research was designed in accordance with phenomenology, one of the qualitative research designs. There were 23 participants who had experience in creative writing studies in the study. The data in the research were obtained through interviews conducted with the semistructured interview form range developed by the researcher in line with expert opinions. The obtained data were analyzed using content analysis technique. According to the research findings, the fact that the teacher does not consider the interests and wishes of the students in the writing process, does not use creative writing methods and techniques by resorting to traditional (productoriented) writing practices, and prioritizes the form rather than the content while evaluating the writing negatively affect the creative writing processes of the students. In addition, the teacher's inability to provide inputs that appeal to students' different senses and not to provide constructive feedback before and during writing negatively affect the creative writing process. In addition, students' not doing enough reading and research about what to write, not exchanging ideas, not being interested in the subject, not having the habit of reading books and not focusing on writing negatively affect the creative writing process. In the study, these elements, which negatively affect the creative writing process according to pre-service teachers, as well as the solutions offered for the elimination of these elements, were discussed in the light of the literature. [ABSTRACT FROM AUTHOR]

The study aims to determine the views of Turkish language teacher candidates about digital writing. In the research, the relational screening model, one of the quantitative research models, was used. The sample group of the study consists of 229 Turkish language teacher candidates selected by a simple random sampling method. In the research, the Attitude Scale for Writing in Digital Media was used. Since the data of the study showed normal distribution, descriptive analysis, t-test, ANOVA and coelation analysis were performed. Turkish language teacher candidates declared that they use the internet more than 5 hours a day. Teacher candidates expressed that they use digital writing and write digitally for more than 3 hours daily. Participants in the study stated that digital writing provides convenience and that they can easily perform all kinds of writing operations in a digital environment. It was observed that there was a relationship between Turkish language teacher candidates' opinions on digital writing and their gender, grade point averages, writing styles, ages, grade levels, time spent on the internet, and digital writing time. [ABSTRACT FROM AUTHOR]

The present study aims to determine the effect of learner autonomy activity practices and writing studies based on the learner autonomy on the autonomous learning skills, writing attitudes and writing motivations of students. The study was conducted with action research. The study group of the research consists of 25 students selected according to the principle of volunteering among the students studying in the 7th grade of a public secondary school in the spring semester of 2014-2015 academic year. The data of the study were collected by Learner Autonomy Scale, Attitude Toward Writing Scale and Writing Motivation Scale. The application process, which includes the activities and writing studies of the study, was completed in 12 weeks. The first six weeks of the study were about learner autonomy activity practices, and the second six weeks of the study included writing studies based on learner autonomy. The analysis of the data obtained from the measurement tools applied in the form of pre-test and post-test in the study was carried out using the SPSS 20.0 package program. Whether there is a significant difference between the pre-test and post-test scores obtained from the measurement tools was examined with the paired sample t-test. Correlation analysis was used in the determination of the relationships between the scales and sub-dimensions used in the study. The effect size values (Cohen d) between pre-test and post-tests related to learner autonomy, writing motivation, and writing attitudes were determined. It was concluded in the study that activity practices aimed at acquiring learner autonomy skills and writing studies applications based on student autonomy improve students' autonomous learning skills, increase their writing attitudes and writing motivations. [ABSTRACT FROM AUTHOR]

In the process of acquisition of writing skills, writing autonomy is the self-learning responsibility of the student and the student's ability to conduct self-learning in this context. The aim of the present study was to determine the writing autonomy levels of the middle school 7th grade students and the differences between these levels based on various variables. The study group included 527 seventh grade students attending secondary schools in Efeler district in Aydın province, Turkey during the 2018-2019 academic year. The study was conducted with the general survey model. The study data were collected with the "Writing Autonomy Scale". The study findings demonstrated that the general average writing autonomy score of the students was 46.059 ± 9,370 (Min = 22; Max = 66). While there were no significant differences between the writing autonomy scores of the students based on parental education level and attending preschool education; however, there were significant differences based on the number of books read the previous year, final Turkish course grade and gender variables. [ABSTRACT FROM AUTHOR]

Technology has remarkably changed the world as a result of the rapid increase in technological developments over time. It is a fact that the rapid spread of technology all over the world affects life in all aspects. The technology newly developed leads to a number of innovations in the field of education. The use of technology in the courses concerned with foreign language teaching and learning also draws researchers' attentions, who are engaged in the field of foreign language teaching. When the literature is reviewed, it is obviously clear that very few studies can be found on the integration of Arabic writing skills with the use of augmented reality technology. Since some efforts to supplement writing skills in Arabic language as in other languages are required, and the applications used in mobile mediums have already become popular worldwide, the applications which can be updated using augmented reality mobile technology that arouses or stimulates some interest in today's students are necessary. This means that augmented reality mobile technology-based mediums are needed to assist language skills be relatively more easily acquired. The purpose of this study is to evaluate the use of augmented reality technology in terms of such writing skills. For the qualitative and quantitative data obtained to be analyzed, an embedded mixed method research design was used in the study. A single group pre-test and post-test design method was used in the quantitative part of the research. Considering the gains or skills determined, ArabicAR, a mobile application supplemented with augmented reality technology, was used in the study group. Using pre and post-test before and after the application, the effect of ArabicAR, a mobile application supported with augmented reality technology, was determined on students' writing skills. In the qualitative part of the study, case study method was conducted in order to establish the effect of technology-use on writing skills in the Arabic language. The portfolio files created in parallel with the course content were studied in order to obtain some information of students' development and progress. In this respect, the contribution of technology-use to writing skills was determined based on document reviews. In addition, the information of user experiences on mobile applications developed based on augmented reality technology was obtained using an interview form. The study was conducted with 86 voluntary undergraduate students in Higher Education Institutions during the 2019-2020 Academic Year. The study group was determined with an appropriate sampling method, which is one of the non-random sampling methods. Considering the technical support and infrastructure status, it was deemed appropriate to select a study group from among the students who are still studying in the institution where the researcher is already employed. As a data collection tool, a questionnaire developed by the researcher was used to determine the contribution of augmented reality technology to writing skills in the Arabic language. The questionnaire includes six items, all of which are based on positive statements, but one of which is open ended. The other five items in the questionnaire are based on 5-point Likert-type instruments. When the data obtained from the study were analyzed, it was found that the pre-test mean score of the students was 2.92 and the post-test mean score was 3.48. There is a difference of 0.56 points between the mean scores of the two tests. When the related samples were studied to test the significance of the difference between the pretest and post-test mean scores, it was concluded that there was a statistically significant difference between the pre and post-test according to the t-test results (p<.05). Considering the arithmetic means of this difference, it is obvious that there exists a significant difference in favor of the post-test. When the data obtained from the student portfolio files, it was found that the percentage of errors related to the letter-writing incorrectly connected with the pre or post letter-writing was 17% before the application, but 8% after the application, the letter's correct position and arrangement in the word was 17% before and 8% after the application and that the physical, formal and stylistic defects of letters when written were 32% before and 10% after the application. Based on the data obtained, it can be said that the augmented reality technology makes positive contributions to the improvement of students' writing skills in Arabic. A large proportion (70%) of students newly encountered augmented reality technology for the first time in life, and a large percentage of the students (63%) reported that ArabicAR application made positive contributions to writing Arabic. More than half of the students (57%) recommended this software to their friends. The data obtained from this study on student satisfaction of using ArabicAR software showed that most of the students (65%) were highly positive of Arabic AR software and satisfied with the new application. In addition, it was also found that the new application positively affected students' self-efficacy perception of writing Arabic. In conclusion, it can be said that the application developed based on augmented reality technology has positive effect on students' performance of writing in the Arabic language and helps students correctly write the Arabic letters in the preliminary writing stage in Arabic. The results obtained from the study indicated that besides its positive contributions to writing skills in Arabic, the new application developed based augmented reality technology is also expected to make an indirect positive contribution to writing skills in the Ottoman Language. Therefore, this new application developed based on augmented reality technology is recommended for use in language teaching and learning to help students acquire and develop essential language skills and ensure the integrity of applications. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the curriculum of the A1 level English writing course at Yalova University School of Foreign Languages according to the instructors' opinions and to determine the needs. In the study, case study, one of the qualitative research methods, is used. The participants of the study consist of 7 English Instructors working at Yalova University School of Foreign Languages and who instructed A1 level writing course. The study was conducted during the fall semester of 2017-2018 academic year. Data was collected by questionnaire technique. A questionary form prepared by the researchers for the lecturers was used as data collection tool. Content analysis method was used in the analysis of the obtained data. According to the findings, lecturers have stated that the duration of the course is sufficient; the materials are suitable and the curriculum is very effective when evaluated in terms of writing skills. In addition, lecturers have generally pointed out that the curriculum improves students' writing skills and that students learn specific strategies and techniques for writing skills. On the other hand, it is mentioned that the goals are not expressed clearly in the curriculum, grammar and vocabulary knowledge is intensely involved with writing skills, the subjects do not attract as much attention of the students and there are some missing points in the course materials and more activities are required. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the tendencies of the students in the free writing activities of primary school (2nd, 3rd and 4th grade) students and place, class level, parents' education status, daily internet usage status, monthly book number of books to determine the number of page variables. The mixed method was used in the study. The paper used in the students' free writing studies was examined by document analysis method and the trends were determined. In addition, the data obtained from the forms that the students stated their demographic characteristics were processed in SPSS 25.0 package program and interpreted with cross-comparison tables and Chi-Square test. The study group consisted of 900 students from the 2nd, 3rd and 4th grades selected from the primary, district and village schools in the 2017-2018 academic year by using the maximum diversity method. In the study, subject trends in the free writing activities of primary school students were determined. According to the data obtained, it was found that the subject trends of the students differ according to the place of residence, class levels, mother and father education status, daily internet usage status and number of book pages they read monthly. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to investigate the predictive effect of the level of vocabulary and grammar on the writing skills of seventh grade students. This study, which was conducted according to the relational survey model, was applied on 515 seventh grade students from six different schools in Diyarbakır province in the spring term of 2016-2017 academic year. In the research, Vocabulary Achievement Test, Grammar Achievement Test and Narrative Text Completion Form developed by the researcher were used as data collection tool. In order to evaluate the students' written expressions, Narrative Text Rubric developed by the researcher was used. The research data were analyzed by TAP and SPSS 21.0 statistical package programs. According to the results of the correlation and regression analysis, vocabulary and grammar variables affect the writing skill in a positive, moderate and significant way. [ABSTRACT FROM AUTHOR]

Writing anxiety is a tension response that an individual experiences before or during writing. This situation causes writing behaviors such as avoidance of writing process, unwillingness to write; negatively affects writing skills and tendencies, and prevents writing habit. The aim of this study is to develop a reliable and valid Writing Anxiety Scale in order to measure writing anxiety of secondary school students. Exploratory factor analysis has been performed on 503, test-retest procedure on 165, confirmatory factor analysis on 509 middle school students. As a result of the exploratory factor analysis, the three-factor) structure of the Writing Anxiety Scale of 26 items with a total variance of 40.55% has been confirmed by confirmatory factor analysis (x² = 629.02, sd = 296, RMSEA = .047, NFI = .94., NNFI = .96, GFI = .91, AGFI = .90, CFI = .97, SRMR = .052). In this context, Crombach's Alpha, Spearman Brown and Guttman Split-Half reliability values of the scale general and its sub-dimensions; the structure reliability of the sub-dimensions of the scale; It has been found that the internal consistency coefficient obtained by the test retest process has over 70%. According to these results, a reliable and valid Writing Anxiety Scale has been obtained. [ABSTRACT FROM AUTHOR]

As a result of literature review; there is not observed any proven measuring tool to determine the validity and reliability of secondary school students writing their level of autonomy in Turkey. The aim of the research is to develop a valid and reliable Writing Autonomy Scale to determine the levels of autonomy of the secondary school students. The study group of the research consisted of 319 students attending secondary school. Statistical procedures were performed on the data obtained from the study group to improve the scale. For Writing Autonomy Scale, a three-factor structure was first obtained by exploratory factor analysis. The model obtained by exploratory factor analysis was tested by confirmatory factor analysis. As a result of descriptive and confirmatory factor analysis, 22 items and three factors were found to be theoretically and statistically appropriate. These results are also evidence that your scale is valid. In the analysis of the items to be included in the scale, substance analysis techniques based on the total correlation of the items and based on the difference of the group mean (t test) were used. To estimate the reliability of your scale, internal consistency and test split methods are used. Cronbach alpha internal consistency coefficient was calculated in reliability estimation by internal consistency method. Cronbach a reliability coefficient of the scale was found .82. This value indicates that the scale is highly reliable. Internal consistency coefficients within the scope of reliability studies have shown that the scale can be used as a reliably. As a result of the analyzes that were made, Writing Autonomy Scale was organized as 3 sub-dimensions (motivation and attitude, planning and process, sharing and evaluation). There are 22 items on the scale and the highest score that can be taken from the scale is 66 and the lowest score is 22. [ABSTRACT FROM AUTHOR]

It is not possible to carry out language teaching without grammar. If the student does not have enough knowledge about the linguistic pattern and structure of the language he learns, the communicative language performance cannot develop. In the process of language acquisition, it is expected at the A2 level, the achievements will be taken to the measurable stage and the students will be able to apply the knowledge of the grammar rules to the application level in writing studies. The purpose of this study is to evaluate the ability of students to apply the knowledge of grammar at the level of knowledge to the level of application in writing skill studies. The research includes writing practices at B1 and B2 level of 30 students studying at Gazi University TÖMER. Document analysis method was used in the study. Research data were analyzed by content analysis, frequency and percentage statistics. Findings revealed that the subjects and predicates, which are the two basic elements of the sentence, are not used in terms of singularity and plurality. The common subject in the sequential sentences shows that the subject is not suitable for the predicates and therefore the incoherency occurs. As a result, it has been observed that subject-verb agreement, which is one of the basic conditions of establishing a correct and complete sentence, has not reached the desired level of application in writing studies in teaching Turkish as a foreign language. [ABSTRACT FROM AUTHOR]

Turkish and literature in the field of writing skills in students' emotions, thoughts, desires, dreams, projects and the right to a standard of the language their opinions on a topic with making use of written expression in accordance with the rules, tell, write habits of skills with the ability to transform and enhancements. The ability to write both the master language learning a foreign language both in teaching other skills when compared to late and is a skill that gained more power. Seeking to gain the ability to write a long process and achieving the desired objectives, however, it might be possible to write applications varied and stimulating. The ability to write, on the one hand, information, knowledge and effective use mandatory language overriding the other hand reading, listening and speaking, as well as other fields of activity that blends in with the skill. In this study, the use of Turkish language and Literature teacher is an indication of the language of effective writing skills to identify the perceptions and experiences in order to uncover. One of the research methods in the study of fenomenografi. Fenomenografi, experience of other phenomena around us about their differences and their perception of a study focusing on to uncover. The purpose of the study, in the province of Kirikkale facing three different high school a total of 15 (fifteen) were taken data from the Department of Turkish language and literature teacher. The data is semi-structured interview form gather face to face with. As a result of the reviews referenced research teachers interested in the field of writing difficulties and their solution they produce interested in suggestions for. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine the views of the classroom teachers about the writing difficulty. The study group of the research is composed of 25 classroom teachers working in the primary schools of Trabzon province and selected through sampling of easily accessible cases from purposeful sampling methods. The research has descriptive quality. Qualitative research method was used in the collection, analysis and interpretation of the data obtained in the research. In this context, semi-structured interviews were held with class teachers who participated in the research. In semi-structured interviews, six questions were asked about teachers' difficulties in writing. The data obtained from semi-structured interviews with teachers were analyzed by descriptive analysis technique. Findings in the research show that teachers do not have qualified knowledge about the definition and content of writing difficulty. It has been determined that teachers who define writing difficulty in an incomplete way have a limited range of suggestions to overcome this difficulty. It is also the result of the fact that the causes of writing difficulty are more likely to originate from the teacher, and that they are not as trustworthy as themselves to struggle these difficulties. At the end of the research, some suggestions have been proposed to solve the writing difficulty and the writing difficulty. [ABSTRACT FROM AUTHOR]

A written text becomes better after the given feedback using pen and paper, oral methods and via computer. In this study, with the feedback in writing skill in terms of language teaching, to examine how and at what rate computer is used in this process is aimed. In the study, among qualitative technics, data analysis technic is used. With some key words, totally 95 studies are obtained in YOK Thesis and Google Acedemic data bases. Among them, 34 studies including the feedback related to writing skill are taken into the research. By evaluating the studies according to some criterion such as publishing date, research kind, and research technic, the data obtained are defined with percentage and frequency values. It is observed that the studies are supported by combined method and later quantitative and qualitative methods respectively. The sample levels in the studies are selected from undergraduate degree the most. While feedback is obtained with only traditional method or only with computer, there are still some studies in which both of them are used. Besides, which computer program is preferred is also analyzed. Finally, the variations in relation to the feedback given to writing skill in the studies are examined and it is observed that in these variations mostly self/fellow/teacher evaluation is handled. At the end of the examined studies, it is seen that computer and programs are used in the feedback given to writing performances and positive results are taken at the end. [ABSTRACT FROM AUTHOR]

Writing is a skill obtained in primary school period, needed and used life long as other language skills. This skill is expected to develop parallel with class up-grading. In this sense, the student is expected by to develop her / his writing skill producing a text with less errors parallel to developing class grade. To obtain this expectation varies according to each one. While some students produce error-free texts in direct proportion to their writing education, some others write texts below or much more below the expected level. It is needed to evaluate the students who write texts with errors each by each and to decrease those errors to the minimum. To detect the errors in writing education is significant to understand how and in which way those errors will be eliminated. That's why, primarily, to detect the place of the errors in texts is required. In this study, the texts written by the students have been evaluated in the light of error topics determined by the researchers. The errors are classified under four topics; word, sentence, paragraph and text, and where the errors appear the most is tried to be established. Where the writing errors done the most in the texts examined with data analysis technic is detected. At the end of the analysis, it is observed that the writing errors at the level of word consist of clerical errors. At the level of sentence, the errors under the titles of punctuation errors, and then ambiguity are observed more. At the level of paragraph, it is observed that the students have difficulty to connect the sentences, to write proper sentences for introduction, development and conclusion parts. At the level of text, the most common error is that the students cannot construct a meaningful transition between the paragraphs. This study is significant as it is based on application, the errors are observed under various titles under cover of the literature, the errors of the students are detected according to their place, and it proposes some advice about how the errors could be eliminated. [ABSTRACT FROM AUTHOR]

A string of words must include a set of factors to be a text. Seven factors contribute to making mere words a meaningful text: coherence, cohesion, intentionality, intertextuality, informativeness, persuasiveness and appropriateness. These are the framework necessary for a set of words to be a text. It is coherence which enables other criteria to be fulfilled. In the writing component of foreign language education, students are primarily required to be coherent so that their writings are texts. Students can be enabled to create consistently coherent texts. Knowing to what extent students fulfill the coherence requirement is important for planning activities to teach writing skills. The aim of the study is to evaluate texts written by Arab students at the B2 level for coherence. When the fact that the goal of every text is to establish communication is considered, revealing the extent to which students actualize this goal is crucial for determining their self-expression levels. [ABSTRACT FROM AUTHOR]

The Latin proverb "verba volant scripta manent" meaning "spoken words fly away, written words remain" best shows the importance of writing skill which is one of the basic language skills. When it comes to writing skills of foreign students, making plans in target language in regards to this skill and develop a habit of writing are more difficult and exhausting compared to those for native speakers of a language. The aim of the study is to investigate writing anxieties of foreign students in Turkish universities according to such variables; "their gender, nationality, academic department, other foreign language they speak, their aim of learning Turkish, their level of Turkish and their reading habits and to explore whether there are any significant differences between the students' writing anxieties with respect to these variables. For the study, 172 foreign students who study in different departments of Giresun University in 2014-2015 education year participated. The study is a survey type research study. The data was gathered through "Writing Anxiety Scale" which was created by the researchers in order to determine writing anxieties of foreign students. It was found that foreign students usually felt anxiety about writing in Turkish and their level of anxiety differentiated according to such variables; nationality, alphabet of their native language and their reading habits. [ABSTRACT FROM AUTHOR]

Each of the language skills is tool to install person's environmentand his communication with himself correctly. One of the those skills, writing is one's self expression in concrete form. The purpose of the research is to determine in the text of the - word, sentence, paragraph level- writing skills in fourth grade students in Mustafa Kemal University Education Faculty. In this research which is in descriptive scanning model, "Gradational Scoring Key about Turkish Teacher Candidates' Composing Text Level" and "Writing Form" were used. At the end of the research, the significant differences were determined between the average level of Turkish teacher candidates to compose text and the average level of male teacher candidates to compose text. While Turkish teacher candidates who are in fourth grade found that 81% succesuful in "word level", the level of success is down to 63% in the "sentence level". At the same time, quite a few of teacher candidates 21% demonstrated success in the "paragraph level". Accordingly, teacher candidates in composing text have determined that they show a minimum level of success in "paragraph". [ABSTRACT FROM AUTHOR]

Among the basic skills, writing is the latest developing one and as it covers a lot of cognitive process it is a difficult field for people (Evans, 2001: 1). It is observed that students encounter many writing problems in the process; starting firstly with writing and continuing academically in higher education. The aim of this study is to evaluate the problems comparatively based on the teachers' opinions on writing skills that are encountered at primary, secondary and high-school levels. Figured in form of holistic multiple case study, in this research semistructured interviews were made with 20 classroom teachers, 20 Turkish language teachers and 20 literature teachers working in Isparta. The interview records of the teachers were evaluated by using content analysis. According to the findings of the study, it is stated that students at primary, secondary and high-school levels are generally having difficulties in writing, that teachers are not spending enough time for writing lessons at each of the three levels and that their method and technical knowledge is deficient. It is stated that while internet and television negatively affect the writing skills of secondary school and high-school students, the problem is not addressed to primary school students. Once again, it is observed that the cause of writing problems in secondary school and high-school is clarified with not gaining the habit of writing during primary school. The data of the study is important in terms of its revealing the common problems as well as the differentiations in writing area. [ABSTRACT FROM AUTHOR]

Media covers an important part in the life of modern human beings. In particular, the development of social media has reinforced the situation. The social media that begins to be an area, in which many people spend a long time, brings its followers into a position as both consumers and producers. The influence of general media and social media on people is questioned by many. In this study, the impact of general media and social media sources among supporting sources, which support students' writing expression skills, were investigated. The study was conducted according to the case study design. The participants of the study consisted of 171 8th grade students that are studying at Gazi Secondary School in the city centre of Canakkale. Giving an instruction, the students were asked to create an informative text and their citations were tried to be identified in the obtained texts. Analyzing the sources that students use to support their thoughts, it was revealed that although the influence of general media tools were observed to be great, it was not true for social media. [ABSTRACT FROM AUTHOR]

The aim of foreign language teaching is to enhance the learners' target language skills in order to support them in exploiting the language in an efficient way. These skills are; listening, speaking, reading and writing. Though it is both very important to have a good vocabulary knowledge and form a sentence in target language, if the person doesn't know how to use those vocabulary and sentences in writing and speaking and if he/she doesn't develop his/her communication skills, in fact it doesn't lead to perform fluently and accurately in target situations. In order to dominate a language, these four skills should be handled and developed equally. In teaching Turkish as a foreign language, writing skill seems to be ignored by implementing traditional instructional methods rather than learner centered and constructivist methods. Thus, Turkish as a foreign language learners do have some problems in writing comparing to other basic language skills. This research aimed to develop the writing skills of basic level foreign learners of Turkish with the games as one of the contemporary teaching technique. Educative games are considered to provide learners with a chance to learn target language by experiencing it. The games which are prepared and chose accordingly make foreign language learners willing to write at the basic level and convey them to the higher levels in their writing skills and let them produce high quality samples of writing. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine whether phonemic text dictation is effective or not on putting in practice the students' knowledge about writing behaviors. The study was conducted on 18 A2 level (according to the European language portfolio) students. 11 students who participated in pre-applications and post applications were included in the study. Experimental design was used in the study. The gathered data were analyzed by employing the techniques of content analysis, frequency and percentage. According to the results of the study, it is determined that there is a total of 60 percent improvement at vowels, 65 percent improvement at consonants and 65 percent improvement at writing suffixes on denominative and deverbative words in favor of post application between pre and post applications in terms of mistakes students made during the implementation of writing. Consequently, phonemic text dictations were very effective for students' performance on writing vowels, consonants and suffixes on denominative and deverbative words. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate handwriting skills of Turkish students studying in the Germany elementary school (Grundschule). Participants were 42 third and fourth grade Turkish students in Stuttgart, Baden-Württemberg. The data were collected through Writing Observation Protocol, and copying and dictating instruments. Findings illustrated that most of the students preferred appropriate body state, pencil holding and pencil grasping styles for their writing applications. Additionally, most of the students preferred cursive, so much manuscript and a few mixed writing styles. It was also evidenced that most common writing errors were related to spelling and punctuation. Based on the findings, this study suggested several implications to hand writing skills of Turkish students who are studying in Germany. [ABSTRACT FROM AUTHOR]

The current study aims to investigate 9th grade secondary school students' creative writing skills according to various variables. With this aim in mind, survey method, one of the descriptive methods, was applied to determine the case in the study. The participants were 289 students in the 9th grade in four secondary schools in Kütahya. The data were collected through the rubric of creative writing, which is used in composition writing and analysis. SPSS 16.0 was used to analyze the data. The findings of the study revealed that 9th grade students were not successful in creative writing. Moreover, female students were found to be slightly more successful than male students. [ABSTRACT FROM AUTHOR]

In this paper, we have studied the effect of the six thinking hats on the writing skills of sixth grade students in primary school. For this purpose, we formed test and control groups of 30 students selected from Alparslan Primary School, Palandöken, Erzurum, in the second term of 2010-2011. These groups have been formed considering the socio-economic conditions and educational performance of the students. We have applied a pre-test and a post-test to test and control groups and the findings have been studied with regard to the "Assessment form for the writing skills". We have seen that the pre-tests of the two groups were similar. But as for the post-test results,' students who used the six thinking hats were more successful than the students who composed a free writing. [ABSTRACT FROM AUTHOR]

The main goal of Turkish education system is to educate the members of the society with specific competency in mother tongue to be able to communicate effectively. One of the means of communication is writing. In the study, it has been investigated whether different variables have any kind of impact on student's writing skills. This study has been conducted with 420 students from the three primary schools in the district of Samsun. The writing skills of the students were evaluated with specific reference to the variables of gender, a private room, the book shelf, keeping a diary, attending to kindergarten, parent's education level, the socio-economic status of the family, buying periodicals and regular reading habit [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine of the written texts in terms of the usage of the anaphora and cataphore of the Turkish teacher candidates in the written texts that they created. For this purpose, was asked from student teachers some writing compositions, at different periods and four separate topics in the lesson of writing training in the 2010-2011 academic years. Then, was made the selection of texts for review. Later, the compositions were examined. The population of study is the third-grade students in Erciyes University Faculty of Education Department of Turkish Education. 12 student teachers were determined via purpose - random sampling method in the population. The texts of candidate teachers in the sample were chosen by way of random method from the inside total composition papers. The submissions (anaphora and cataphora) determined according to the types from the texts. According to results of the investigation, The submissions (anaphora and cataphora) is capable of them correspond with the framework In the products of student teachers and the compositions have partly relevant to the criterions text. [ABSTRACT FROM AUTHOR]

Despite some similarities, written forms of different languages may differ from each other in terms of the rules of written language and written discourse. These are such differences as punctuation, organization of ideas namely composition, textual aspects such as coherence and cohesion, formal differences in various genres. When teaching a foreign language, the best way to introduce the students to the written language is to use materials written in that language. In this article, the role and importance of reading in EFL (English as a Foreign Language) writing classes are emphasised and sample applications from various sources are also provided to give a better idea to EFL teachers about the issue. [ABSTRACT FROM AUTHOR]