Writing strategies in Turkish- English bilingual context: a case study

Abstract

The aim of this study is to examine the writing strategies which were conducted on 164 high school students in Turkish- English bilingual context, for determining the mostly used writing strategies and whether there are any differences in writing strategies with respect to grade level, gender, types of written texts, the number of books read, like writing or not. The data was gathered via The Inventory of Learning Strategies at an international high school providing bilingual diplomas. In order to analyze data inferential and descriptive statistics were used. In the findings of the study, meta-cognitive strategies are the most preferred strategies and affective strategies are the least. The use of writing strategies varies relying on types of text written, the grade level, gender, the number of books read and whether they like writing or not. Also, it was found that bilingual high school students, who are female and at higher grade levels, who never read book, and who like writing a lot have a tendency to use writing strategies more. Furthermore, results showed that essay is the most preferable text by all students.