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

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buir.advisorAkşit, Tijen
dc.contributor.authorEr, Fatma
dc.date.accessioned2018-07-03T08:46:52Z
dc.date.available2018-07-03T08:46:52Z
dc.date.copyright2018-06
dc.date.issued2018-06
dc.date.submitted2018-07-02
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 158-168).en_US
dc.description.abstractThe 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.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2018-07-03T08:46:52Z No. of bitstreams: 1 10197662.pdf: 2267302 bytes, checksum: b09a911eb9cc214be2a5ff0077c424f9 (MD5)en
dc.description.provenanceMade available in DSpace on 2018-07-03T08:46:52Z (GMT). No. of bitstreams: 1 10197662.pdf: 2267302 bytes, checksum: b09a911eb9cc214be2a5ff0077c424f9 (MD5) Previous issue date: 2018-07en
dc.description.statementofresponsibilityby Fatma Er.en_US
dc.format.extentxxi, 173 leaves ; 30 cm.en_US
dc.identifier.itemidB158611
dc.identifier.urihttp://hdl.handle.net/11693/47674
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBilingual Educationen_US
dc.subjectTurkish-English Bilingual Educationen_US
dc.subjectLanguage Learning Strategiesen_US
dc.subjectWriting Strategiesen_US
dc.subjectDirect Strategiesen_US
dc.subjectIndirect Strategiesen_US
dc.titleWriting strategies in Turkish- English bilingual context: a case studyen_US
dc.title.alternativeTürkçe-İngilizce iki dilli bir ortamda kullanılan yazma stratejileri: bir durum çalışmasıen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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