Effects of creative writing activities on students' achievement in writing, writing dispositions and attitude to English

Download

index.pdf

Date

2014-06-27

Author

Tok, Sukran
Kandemir, Anıl

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

395
views

137
downloads

This experimental study investigates the effects of using creative writing activities on 7th grade students’ achievement in writing skill, writing dispositions and their attitude to English. One group pre and post test design was used in the study. The study was conducted during four weeks in 2012- 2013 academic year in an elementary school in the city centre of Denizli, Turkey. The study group was consisted of 17 female and 14 males in total 31 seventh grade students. When pre and post test results were compared it was found that students’ achievement in writing skill was increased after the experiment. Students’ writing disposition was also increased when compared to their levels before the experiment. However, students’ attitude to English course was not increased after the experiment. Results indicate that using creative writing exercises has a positive effect on writing achievement and writing disposition in 7th grade English language classes in elementary schools.

Subject Keywords

Writing achievement, English course attitude, Writing disposition, Creative writing

URI

https://hdl.handle.net/11511/30684

DOI

https://doi.org/10.1016/j.sbspro.2015.01.815

Collections

Graduate School of Social Sciences, Conference / Seminar

Suggestions

OpenMETU
Core

Effects of Combined Peer-Teacher Feedback on Second Language Writing Development Demirel, Elif; Enginarlar, Hüsnü (2016-10-01) This study attempts to test the effectiveness of a feedback model which combines teacher and peer feedback systematically on improving students' writing ability in the context of a multiple draft writing course. 57 Turkish EFL students participated in the study which lasted for a 15-week semester. The experimental and control groups were provided different feedback treatments and then statistically compared in terms of the revisions they made in their essay drafts and their writing improvement. A total of 1...
Effects of the asynchronous web-based course: Preservice teachers' achievement, metacognition, and attitudes towards the course Topcu, Abdullah; Ubuz, Behiye (2008-01-01) This present study aimed to investigate the effects of the asynchronous web-based "General Teaching Methods" course conducted based on direct or indirect instructional methods on pre-service teachers' achievement, metacognition, and attitudes towards web-based course. Two groups, a total of 63 third grade elementary science and mathematics education pre-service teachers, attended to one of the aforementioned web-based courses. The results indicated that the group exposed to the web-based indirect instructio...
The Effect of creative drama based instruction on seventh grade students' mathematics achievement in probability concept and their attitudes toward mathematics Geçim, Ayşe Damla; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students’ achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruct...
A comparison of two teacher-written feedback procedures given to EFL students at the department of basic english and students' attitudes towards these feedback procedures Tümkaya, Umman; Seferoğlu, Gölge; Department of English Language Teaching (2003) This thesis aims to compare two teacher-written feedback procedures (total feedback via error codes vs. selective feedback via general comments) for the students' structural errors - grammar, vocabulary, mechanics- and to examine students' attitudes towards these feedback techniques. For this purpose, two groups consisting of 10 students in each at the Department of Basic English were given feedback with the above mentioned techniques for eight weeks and heir performance was tested in a writing exam at the ...
The effect of “please” strategy training through the self-regulated strategy development (srsd) model on fifth grade efl students’ descriptive writing : strategy training on planning Akıncılar, Vildan; Gürbüz, Nurdan; Department of English Language Teaching (2010) This study aims to investigate the effects of the “ PLEASE” (a general paragraph writing strategy ) writing strategy instruction through the Self-Regulated Strategy Development (SRSD) model on descriptive writing of fifth grade English language learners studying in a private primary school in Istanbul. The current study specifically focuses on if instruction on pre-writing planning through the SRSD model results in improvements in students’ written products, planning behaviors and self-beliefs as writers. F...

Citation Formats

S. Tok and A. Kandemir, “Effects of creative writing activities on students’ achievement in writing, writing dispositions and attitude to English,” 2014, vol. 174, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/30684.