Writing strategies in Turkish- English bilingual context: a case study
buir.advisor | Akşit, Tijen | |
dc.contributor.author | Er, Fatma | |
dc.date.accessioned | 2018-07-03T08:46:52Z | |
dc.date.available | 2018-07-03T08:46:52Z | |
dc.date.copyright | 2018-06 | |
dc.date.issued | 2018-06 | |
dc.date.submitted | 2018-07-02 | |
dc.description | Cataloged from PDF version of article. | en_US |
dc.description | Thesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018. | en_US |
dc.description | Includes bibliographical references (leaves 158-168). | en_US |
dc.description.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. | en_US |
dc.description.provenance | Submitted 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.provenance | Made available in DSpace on 2018-07-03T08:46:52Z (GMT). No. of bitstreams: 1 10197662.pdf: 2267302 bytes, checksum: b09a911eb9cc214be2a5ff0077c424f9 (MD5) Previous issue date: 2018-07 | en |
dc.description.statementofresponsibility | by Fatma Er. | en_US |
dc.format.extent | xxi, 173 leaves ; 30 cm. | en_US |
dc.identifier.itemid | B158611 | |
dc.identifier.uri | http://hdl.handle.net/11693/47674 | |
dc.language.iso | English | en_US |
dc.rights | info:eu-repo/semantics/openAccess | en_US |
dc.subject | Bilingual Education | en_US |
dc.subject | Turkish-English Bilingual Education | en_US |
dc.subject | Language Learning Strategies | en_US |
dc.subject | Writing Strategies | en_US |
dc.subject | Direct Strategies | en_US |
dc.subject | Indirect Strategies | en_US |
dc.title | Writing strategies in Turkish- English bilingual context: a case study | en_US |
dc.title.alternative | Türkçe-İngilizce iki dilli bir ortamda kullanılan yazma stratejileri: bir durum çalışması | en_US |
dc.type | Thesis | en_US |
thesis.degree.discipline | Curriculum and Instruction | |
thesis.degree.grantor | Bilkent University | |
thesis.degree.level | Master's | |
thesis.degree.name | MA (Master of Arts) |