Write in class or write at home?
| buir.advisor | Aydınlı, Julie Mathews | |
| dc.contributor.author | Turgut, Elçin | |
| dc.date.accessioned | 2016-01-08T18:20:58Z | |
| dc.date.available | 2016-01-08T18:20:58Z | |
| dc.date.issued | 2010 | |
| dc.department | M.A. in Teaching English as a Foreign Language | en_US |
| dc.description | Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2010. | en_US |
| dc.description | Thesis (Master's) -- Bilkent University, 2010. | en_US |
| dc.description | Includes bibliographical references leaves 98-101. | en_US |
| dc.description.abstract | This study investigated the influence of writing context on the quality of students‘ writing assignments and composing processes. The study also examined the attitudes of students towards writing assignments composed in class and at home. The study was conducted with 48 pre-intermediate level students, two experimental groups, and their composing skill class teacher in the Preparatory School of English at Niğde University in the spring semester of 2010. The data for the study were gathered through student questionnaires, interviews conducted with the students and written assignments of the participants. A four-week exploratory study was conducted with the participation of the experimental groups, which were assigned to write the same topics but in two different writing contexts. The participants‘ written assignments were collected each week and were scored by two raters. During the implementation, the interviews were conducted with the participants from both groups. The student questionnaire was distributed after the fourth week of experimental study. The results of the students‘ scores for written assignments revealed no significant differences across the groups. However, the data gathered from the questionnaire illustrated a significantly higher preference for the home context. The analysis of the qualitative data collected from the interviews supported this preference and suggested that the students were more positive towards out-of-school writing tasks. | en_US |
| dc.description.degree | M.A. | en_US |
| dc.description.statementofresponsibility | Turgut, Elçin | en_US |
| dc.format.extent | xiv, 112 leaves | en_US |
| dc.identifier.uri | http://hdl.handle.net/11693/15577 | |
| dc.language.iso | English | en_US |
| dc.publisher | Bilkent University | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject.lcc | PE1068.T8 T873 2010 | en_US |
| dc.subject.lcsh | English language--Study and teaching (Higher)--Turkish speakers. | en_US |
| dc.subject.lcsh | Writing. | en_US |
| dc.title | Write in class or write at home? | en_US |
| dc.type | Thesis | en_US |
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