Literaturnachweis - Detailanzeige
| Autor/inn/en | Ates, Ayse; Sis, Nesrin |
|---|---|
| Titel | The Effect of Hierarchical Word Activities on Written Expression Skills and Writing Anxiety in Turkish Language Education for Foreign Students |
| Quelle | In: International Education Studies, 14 (2021) 5, S.158-167 (10 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1913-9020 |
| Schlagwörter | Vocabulary Development; Second Language Learning; Second Language Instruction; Comparative Analysis; Pretests Posttests; Writing Apprehension; Measures (Individuals); Diaries; Essays; Scoring Rubrics; Writing Evaluation; Teaching Methods; Turkish; Instructional Effectiveness; Foreign Countries; College Students; Foreign Students; Writing Instruction; Turkey |
| Abstract | In the study, the effect of hierarchical vocabulary activities prepared in accordance with Gass's Second Language Acquisition Model developed by Ates (2016) on students' written expression skills and writing anxiety was investigated. While the determined target words were taught to the experimental group with hierarchical vocabulary activities, the supervised group was kept in a regular diary. The method of the study consists of an experimental design with pre-test-post-test-measurement and supervised group. Experimental and supervised groups consisted of foreign students studying at Inonu-TÖMER in the 2017-2018 academic year. An essay was written to the students as a pre-test and a post-test, and the Writing Anxiety Scale was applied. No significant difference was found between the experimental and supervised groups of the Written Expression Rubric, which is used to score the compositions, in the pre-test and post-tests. It was concluded that the privatized instruction applied to both groups was beneficial for students' written expressions. There was a significant difference between the experimental and supervised groups in terms of Writing Anxiety Scale pre-test scores. It was determined that the writing anxiety of the experimental group was higher in the pre-test. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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