Abstract
The purpose of this study is to evaluate the self-efficacy perceptions and writing anxiety of the Turkish language teacher candidates that receive training for learning and teaching language in a processual context. The research has been carried out with a total of 113 teacher candidates that study at the Department of Turkish Language in the first (n=56) and third (n=57) grades. The reason is that the first graders are beginner and they receive Written Expression classes; and the third graders receive Writing Education classes. The data from both grades have been collected by using the Writing Self-efficacy Perception Scale (WSPS) and the Writing Anxiety Scale (WAS) at the beginning and at the end of the term. The collected data have been analyzed both in respective class levels and by comparing to the other class level. The result of the research shows that the writing anxiety has decreased and the writing self-efficacy perception has increased in the first grader candidates. Whereas in the third grader candidates, the writing anxiety has increased and the writing self-efficacy perception has decreased. This has been interpreted as the professional awareness of the candidates increases depending on the grade level. Another result of the research is that the revision and editing (RE) factor in the writing process is higher in the female candidates than the male candidates. The findings obtained in the research bear a resemblance to the literature in some aspects, and differ from the literature in some aspects.
Highlights
Writing requires various sub-skills and it can be considered as the most difficult linguistic skill to develop as it is a versatile and complicated linguistic skill (Espin, Weissenburger & Benson, 2004, 55)
Since the 1970s, various models (Hayes & Flower, 1980; Bereiter & Scardamalia, 1987; Hayes 1996, The Zimmerman & Risemberg 1997, Bishop & Ostrom 1994; Grabe & Kaplan, 1996; McCutchen, 2000; Prior, 2006) have been developed in teaching of writing as a skill and how to train a good writer has been dwelled on. In these researches, writing have first been evaluated by taking stages of text generation and textuality into consideration in the light of linguistic studies, and investigated in the context of psychology and pedagogy with regards to mental processes of writing
The primary purpose of this study is to investigate whether Turkish language teacher candidates, who will acquire teaching language as a profession, experience a change during learning process in the contexts of writing self-efficacy and writing anxiety
Summary
Writing requires various sub-skills and it can be considered as the most difficult linguistic skill to develop as it is a versatile and complicated linguistic skill (Espin, Weissenburger & Benson, 2004, 55). Since the 1970s, various models (Hayes & Flower, 1980; Bereiter & Scardamalia, 1987; Hayes 1996, The Zimmerman & Risemberg 1997, Bishop & Ostrom 1994; Grabe & Kaplan, 1996; McCutchen, 2000; Prior, 2006) have been developed in teaching of writing as a skill and how to train a good writer has been dwelled on In these researches, writing have first been evaluated by taking stages of text generation and textuality into consideration in the light of linguistic studies, and investigated in the context of psychology and pedagogy with regards to mental processes of writing
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