The Effect of the Process Approach on Students’ Writing Success: A Meta-Analysis
| Autor: | Hasan Basri Kansızoğlu, Özlem Bayrak Cömert |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Process (engineering)
Eğitim Bilimsel Disiplinler Ocean Engineering General Medicine Publication bias Hedge (linguistics) Affect (psychology) Process-based writing approach Turkish language instruction Writing success Meta-analysis Meta-analysis Pedagogy Mathematics education Duration (project management) Psychology Education Scientific Disciplines Inclusion (education) Value (mathematics) |
| Zdroj: | CUKUROVA UNIVERSITY FACULTY OF EDUCATION JOURNAL Volume: 46, Issue: 2 541-586 Cukurova University Faculty of Education Journal |
| ISSN: | 1302-9967 2149-116X |
| DOI: | 10.14812/cuefd.292046 |
| Popis: | The aim of this study is to identify -by merging the results of a large number of studies conducted in related literature review- at which level “writing as a process” approach affects students’ writing success. Additionally, this paper investigates whether the writing success level differentiates depending on certain study characteristic. Meta-analysis has been preferred as research method in this study and among the studies which are associated with process-based writing practice, only the results of 21 experimental/quasi experimental studies that are conducted in Turkey have been synthesized which meet the inclusion criteria In this regard, effect size measures (Hedge g ) of studies included into meta-analysis, heterogeneity, publication bias tests and intervening variable analysis have been done with the use of Comprehensive Meta Analysis v2.0 (CMA) software. In the results of study, Hedge g =0,983 has been determined as the corrected effect size related to effect of process-based writing approach on students’ writing success levels. This value indicates that process-based writing approaches affect students’ writing success levels to a large extent. The results of this study reveal that -despite of teaching levels- process based writing model, duration of practice, text type used in practice and publication type in which practice has been reported do not make a statistically significant difference in effect sizes. |
| Databáze: | OpenAIRE |
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