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ÖZ DÜZENLEME STRATEJİSİ GELİŞİMİ ÖĞRETİMİNİN YAZILI ANLATIMA, YAZMAYA YÖNELİK ÖZ DÜZENLEME BECERİSİNE VE TUTUMA ETKİSİ

THE EFFECTS OF SELF REGULATED STRATEGY DEVELOPMENT ON WRITING EXPRESSION, SELF REGULATION OF WRITING AND WRITING ATTITUDE

Journal Name:

  • The Journal of Academic Social Science Studies

Publication Year:

  • 2014
DOI: 
http://dx.doi.org/10.9761/JASSS2518

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Writing, one of the four basic language skills, is among the most important types of expression. It covers every area of our lives from the first day we start school. It is a tool that we use to transfer our feeling, thought and wish both in social life and work life. Considering the importance of writing in this study it is aimed to investigate the effects of Self Regulated Strategy Development (SRSD) and writing practices of Primary Turkish Education Programme on students’ writing expression, self regulation of writing skills and writing attitudes. The study group consisted of 66 students studying at fifth grade in two primary schools of Bolu. A semi-experimental method consisting of pre-test post-test control group design was used in collecting, analyzing and interpreting data. The experimental group was instructed by using SRSD model in writing activities and the control group was instructed through Primary Turkish Education Programme. The study lasted 16 weeks and each week students participated in 2 lessons. Both experimental and control group students' writing expression, self-regulation of writing skills and attitudes towards writing were determined in the beginning and at the end of the implementation process by measuring tools developed under the research. SPSS package program was used in the analysis of the data obtained in the study. As a result of study between the gain scores of experimental and control groups in favor of writing expression, self regulation of writing skills and attitude towards writing significant differences were found supporting the experimental group.
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Abstract (Original Language): 
Dört temel dil becerisinden biri olan yazma en önemli anlatım türleri arasında yer almaktadır. Okula başladığımız ilk günden itibaren hayatımızın her alanını kapsamaktadır. Gerek sosyal hayatta gerekse iş hayatında karşımızdakilere duygu, düşünce ve isteklerimizi aktarmak için kullandığımız bir araçtır. Yazmanın önemi göz önüne alınarak bu araştırmada Öz Düzenleme Stratejisi Gelişimi (ÖDSG) öğretimi ve Türkçe Öğretim Programı’nda yer alan yazma çalışmalarının, öğrencilerin yazılı anlatımına, yazmaya yönelik öz düzenleme becerilerine ve tutumlarına etkisinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu Bolu ili merkezinde bulunan iki ilköğretim okulunun beşinci sınıflarında okuyan toplam 66 öğrenci oluşturmaktadır. Elde edilen verilerin toplanması, analizi ve yorumlanmasında “ön test-son test kontrol gruplu” yarı deneysel yöntem kullanılmıştır. Araştırmanın uygulama sürecinde, deney grubunda Öz Düzenleme Stratejisi Gelişimi öğretimi ile yazma çalışmaları yapılmıştır. Kontrol grubunda ise Türkçe Öğretim Programı’na göre yazma çalışmaları yapılmıştır. Uygulamalar 16 hafta boyunca ikişer ders saatinde gerçekleştirilmiştir. Deney ve kontrol gruplarındaki öğrencilerin yazılı anlatımı, yazmaya yönelik öz düzenleme becerileri ve tutumları, uygulama sürecinin başında ve sonunda araştırma kapsamında geliştirilen ölçme araçları yardımıyla belirlenmiştir. Araştırmada elde edilen verilerin analizinde SPSS paket programından yararlanılmıştır. Araştırma sonunda, deney ve kontrol gruplarındaki öğrencilerin yazılı anlatım, yazmaya yönelik öz düzenleme becerileri ve tutum erişilerine ilişkin deney grubu lehine istatistiksel olarak anlamlı bir fark olduğu sonucuna ulaşılmıştır.
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