The effect of the 4+1 planned writing and evaluation model on creative writing: An action research study

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dc.authoridKARATAY, HALIT/0000-0003-1820-0361
dc.contributor.authorKaratay, Halit
dc.contributor.authorTezel, Kadir Vefa
dc.contributor.authorYazici, Emre
dc.contributor.authorGoektentuerk, Talha
dc.date.accessioned2024-09-25T19:56:08Z
dc.date.available2024-09-25T19:56:08Z
dc.date.issued2023
dc.departmentAbant İzzet Baysal Üniversitesien_US
dc.description.abstractWriting is an important part of creative thinking as it is the reflection of a person's thoughts and reasoning. The aim with this study was to create a comprehensive and effective educational model that combines the teaching and practice of writing as a process and creative writing in a collaborative environment in the education of prospective language teachers. The study was designed with the convergent mixed method design. Quantitative data were obtained from the scoring of the first and final texts that the students were asked to write as part of the action plan implemented to improve the students' writing skills. Qualitative data consisted of the opinions of the participating students and the observations of the teachers who implemented the model. Through the aggregated analyses of these 2 types of data, the effect of the 4 + 1 planned writing and evaluation model (PWEM) on developing students' writing skills was determined. The results indicate that the model was useful, functional and improved the participating prospective language teachers' creative and process writing skills. The model enabled inexperienced writers to acquire metacognitive strategies, self-regulation, and self-efficacy that they would need in the writing process. This was supported by the opinions of the participating students and the observations of the teachers who implemented the model. The model may be used with any student population to help them to become self-sufficient in writing.en_US
dc.identifier.doi10.15700/saje.v43ns2a2161
dc.identifier.issn0256-0100
dc.identifier.issn2076-3433
dc.identifier.scopus2-s2.0-85186211051en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.15700/saje.v43ns2a2161
dc.identifier.urihttps://hdl.handle.net/20.500.12491/13126
dc.identifier.volume43en_US
dc.identifier.wosWOS:001272363000005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEducation Assoc South Africaen_US
dc.relation.ispartofSouth African Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subject4+1 PWEMen_US
dc.subjectattitude towards writingen_US
dc.subjectcreative writingen_US
dc.subjectpreservice teacher educationen_US
dc.subjectwriting anxietyen_US
dc.titleThe effect of the 4+1 planned writing and evaluation model on creative writing: An action research studyen_US
dc.typeArticleen_US

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