Teachers attitudes and understandings about process writing in the School of Foreign Languages at Muğla University
Muğla Üniversitesi Yabancı Diller Yüksek Okulunda çalışan öğretmenlerin süreç bazlı yazma konusundaki anlayış ve tutumları
- Tez No: 117354
- Danışmanlar: JULİE MATHEWS-AYDINLI
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2002
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 119
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ABSTRACT Title: Teachers' Attitudes and Understandings About Process Writing in the School of Foreign Languages at Muğla University Author: Özlem Gümüş Thesis Chairperson: Dr. Sarah J. Klinghammer Bilkent University, MA TEFL Program Committee Members: Julie Mathews-Aydinli Bilkent University, MA TEFL Program Dr. Deniz Kurtoğlu Eken Bilkent University, Faculty of Education In the last 25 years, process writing has grown to dominate the traditional approaches in writing instruction. Many studies have looked at process writing in terms of implementation or the composing processes of students using process writing, but far fewer have looked at it in terms of teachers' perceptions of process writing particularly in an EFL context. The purpose of this study was to investigate teachers' attitudes and understandings towards process writing in the School of Foreign Languages (SFL) at Muğla University (MU), an institution in which alternative approaches to writing instruction are currently being sought. By finding out the attitudes and understandings of teachers towards process writing, a possible future implementation of process writing in the school may start. Data were first collected through questionnaires distributed to the 34 teachers in the SFL. The questions aimed at discovering their reported teaching practices of writing, their attitudes towards writing, and their attitudes towards and understandings of process writing. The questionnaire consisted of 46 questions looking at the teachers' reported teaching practices, their attitudes towards process writing and their attitudes towards and understandings of a process writing approach to writinginstruction. Secondly, in order to gather more in-depth information about the teachers' understandings and attitudes towards process writing and to double check the questionnaire, semi-structured interviews were conducted with six teachers and the administrator of the school. Questions investigating the teacher participants' understandings of the process model of writing, their teaching practices, and the writing situation at MU were asked. Data collected through the questionnaire were analyzed by employing descriptive statistics, such as frequencies and percentages. In order to support the results, the chi-square values of each question were also calculated using SPSS. Data collected through the interviews were analyzed by using categorization. The teachers' responses were categorized under headings determined by the research questions. The responses of the teachers were then interpreted by the researcher. The data results revealed that the teachers in the SFL at MU had positive feelings towards process writing. They knew a fair amount about process writing and expressed a willingness to teach writing by using the process writing approach. The teachers also agreed that process writing would contribute to their writing lessons and improve their students' writing abilities. Despite teachers' positive attitudes towards process writing, their understandings of process writing were somewhat limited and some teachers had misconceptions/misunderstandings. In terms of current writing instruction practices, the teachers reported using some elements of process writing in their classes but these were primarily pre- writing activities. As almost none of the teachers had experience with the process writing approach, all the six teachers interviewed and the administrator of the school pointed out the importance of training sessions for teachers to learn more about process writing.
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