Effects of guided reading on upper-intermediate level English language learners' writing outcome at the Turkish Prime Minister

Download

index.pdf

Date

2004

Author

Orgun, Fırat

Metadata

Show full item record

Item Usage Stats

205
views

279
downloads

This study aims at finding whether reading about a specific topic/genre affects the writing outcome on the same topic/genre and the general writing performance positively in terms of content, organization, grammar, vocabulary and mechanics. This study was conducted with two upper-intermediate level EFL classes. Both groups were given a sample KPDS and a pre-test of writing at the beginning of the study. For five weeks, one of the groups received extra reading instruction with the usual writing instruction while the other group followed usual writing instruction only. Both groups̕ performance was tested with a writing test at the end of each week and a post-test at the end of the treatment. The analyses of the data collected through these tests indicated that there were not significant differences between the mean scores of the two groups (p?0.05). Hence it was found that the different treatments applied to the groups proved no difference in terms of improving students writing ability.

Subject Keywords

Education (General).

URI

http://etd.lib.metu.edu.tr/upload/2/12605224/index.pdf
https://hdl.handle.net/11511/14319

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Effects of web-based multimedia annotated vocabulary learning in context model on foreign language vocabulary retention of ıntermediate level english langauge learners Baturay, Meltem Huri; Yıldırım, Soner İ.; Department of Computer Education and Instructional Technology (2007) The aim of this study was to investigate the effects web-based multimedia annotated vocabulary learning in context model and in spaced repetitions on vocabulary retention of intermediate level English language learners. The research study encompassed two main faces which was related to development of the material and implementation of it. In WEBVOCLE, which stands for web-based vocabulary learning material, the contextual presentation of vocabulary were enriched with audible online dictionary, pictures and ...
The effects of cooperative learning activities on the retention of vocabulary Duzan, Kemal Cem; Daloğlu, Ayşegül; Department of English Language Teaching (2006) The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students̕ vocabulary retention. The relationship between students̕ course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at Başkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading less...
Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course Ertepinar, H; Geban, Ömer (Informa UK Limited, 1996-12-01) This study examines the differential effectiveness of the laboratory method based on the investigative approach and the worksheet study, both used as a supplement to the regular class work on achievement in science subject-matter. Subjects were 43 students (8th grade) enrolled in two science classes of a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group utilized supplementary instruction through the investigative-oriented activities; the control group receiv...
Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division Şen, Mehmet; Öztekin, Ceren (Informa UK Limited, 2018-01-01) This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was analyzed by inductive coding with respect to conceptual understanding, whereas their PCK was analyzed by within-case analysis followed by cross-case analysis to show ...
Social science doctoral students' needs and preferences for written feedback Can, Gülfidan (Springer Science and Business Media LLC, 2014-08-01) The purpose of this study was to investigate social science doctoral students' preferences and needs with regard to written feedback on academic writing and to develop a written feedback categorization. In an exploratory mixed methods approach, qualitative data collected during interviews were used to form a questionnaire to collect quantitative data in two research-intensive universities. The results based on 276 doctoral students' responses provided a clear list of feedback types needed by doctoral studen...

Citation Formats

F. Orgun, “Effects of guided reading on upper-intermediate level English language learners’ writing outcome at the Turkish Prime Minister,” M.A. - Master of Arts, Middle East Technical University, 2004.