Developing Writing Skills, Writing Attitudes and Motivation through Educational Games: Action Research


Abstract views: 60 / PDF downloads: 37

Authors

  • Berrin GENÇ ERSOY
  • Derya GÖL DEDE

DOI:

https://doi.org/10.33200/ijcer.1089781

Keywords:

Writing skills, writing motivation, attitude towards writing, action research, educational game

Abstract

This study aimed to improve elementary school students’ writing skills, attitudes towards writing and writing motivations through educational games. The study was designed within the scope of cooperative action research, and criterion sampling was used for the sample selection. The data collection tools included Writing Attitude Scale, Writing Motivation Scale, Analytical Rubric for Assessing Writing, interview forms, educational games and action plans. The qualitative and quantitative data were analyzed using a series of data analysis techniques. The quantitative results showed that the participants’ post-test mean scores in such dimensions of the use of educational games as attitude, motivation and writing skill development in the writing teaching process were higher than their pre-test mean scores. The qualitative results revealed that the educational games could be used as an effective technique in teaching writing in terms of developing participants’ positive attitudes towards writing, increasing their motivation, improving their writing skills and eliminating writing problems. Based on the results, it could be stated that different techniques such as educational games should take place more in the process by considering the affective factors in teaching writing.

Author Biographies

Berrin GENÇ ERSOY

Corresponding Author: Berrin Genç Ersoy, berringenc@gmail.com

Berrin GENÇ ERSOY
TED ÜNİVERSİTESİ
0000-0003-0049-4744
Türkiye

Derya GÖL DEDE

Derya GÖL DEDE
MEB
0000-0002-5133-0232
Türkiye

References

• Adas, D. & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 9(3), 254-266.

• Amiri, M. & Saeedi, M. (2017). Relationship among writing apprehension, writing self-efficacy, and Iranian EFL learners' writing performance. Retrieved from https://www.semanticscholar.org/paper/Relationship-Among-Writing-Apprehension%2C-Writing-Amiri-Saeedi/24dd1073cc3f5b640cdee5d85417f615d8237ed1

• Al-Khasawneh, F. (2010). Writing for academic purposes: Problems faced by Arab postgraduate students of the college of business. ESL World, 9(2), 1-23.

• Allen, L. K., Crossley, S. A., Snow, E. L. & McNamara, D. S. (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18(2), 124-150.

• Alluhaybi, M. (2015). Psychology and EFL writing. Procedia Social and Behavioral Sciences, 192, 371-378.

• Alparslan, B. (2019). Eğitsel oyunların ilkokul 4. sınıf öğrencilerinin noktalama işaretlerini kullanma becerilerine etkisi. (Unpublished master's thesis). Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü, Antalya.

• Aydın, T. (2014). Dil öğretimi ve oyun çoklu zeka teorisi ışığında. Dinbilimleri Akademik Araştırma Dergisi, 14(1), 71-83.

• Ayık, S. (2019). Erken yaşta yabancı dil olarak Türkçe öğretimi: Oyunların yazma becerisine etkisi. (Unpublished doctoral dissertation). Hacettepe Üniversitesi Türkiyat Araştırmaları Enstitüsü, Ankara.

• Batur, Z. & Özdil, Ş. (2018). Yazım yanlışlarının düzeltilmesine yönelik bir öneri: Manas oyunu. Araştırma ve Deneyim Dergisi, 3(2), 118-129.

• Bilican Demir, S. & Yıldırım, Ö. (2019). Yazılı anlatım becerilerinin değerlendirilmesi için dereceli puanlama anahtarı geliştirme çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 47, 457-473.

• Bruning, R. & Horn, C. (2000) Developing motivation to write. Educational Psychologist, 35(1), 25-37.

• Buyse, K. (2006). Motivating writing education. International Journal of Applied Linguistics, 152(1), 111-126.

• Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria: ASCD.

• Carroll, R. T (1990) Students success guide – Writing skills. Retrieved from http://www.skepdic.com/refuge/writingskills.pdf

• Chang, W. C., Liao, C. Y. & Chan, T. W. (2021). Improving children’s textual cohesion and writing attitude in a game-based writing environment. Computer Assisted Language Learning, 34(1-2), 133-158.

• Chea, S. & Pel, D. (2013). Relationship between writing interest and writing achievement. Cambodian Reviews of Language Learning and Teaching, 3, 56-71.

• Cheng, Y. S., Horwitz, E. K. & Schallert, D. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-446.

• Christakis, D. A., Zimmerman, F. J. & Garrison, M. M. (2007). Effect of block play on language acquisition and attention in toddlers: A pilot randomized controlled trial. Archives of Pediatrics & Adolescent Medicine, 161(10), 967-71.

• Defazio, J., Jones, J., Tennant, F. & Hook, A. (2010). Academic literacy: The importance and impact of writing across the curriculum – a case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.

• Erol, S., Erdem, İ. & Akkaya, A. (2021). Yabancı dil olarak Türkçe öğretiminde eğitsel oyunların kullanımının akademik başarı, tutum ve kalıcılığa etkisi. Bayburt Eğitim Fakültesi Dergisi, 16, 166-183. https://doi.org/10.35675/befdergi.850249

• Faigley, L., Daly, J. A., & Witte, S. P. (1981). The role of writing apprehension in writing performance and competence. Journal of Educational Research, 75, 16-21.

• Genç-Ersoy, B. (2021). Türkçe öğretiminde eğitsel oyun kullanımı: Bir meta tematik analiz çalışması. Ana Dili Eğitimi Dergisi, 9(2), 510-530.

• Genç-Ersoy, B. & Ersoy, M. (2021). Teknoloji destekli Türkçe öğretimi üzerine yayınlanan makalelerin içerik analizi: ULAKBİM-TR Dizin örneği. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(3), 810-829.

• Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation. Journal of Language and Linguistic Studies, 15(3), 1032-1044.

• Graham, S. (1997). Executive control in the revising of participants with writing and learning difficulties. Journal of Educational Psychology, 89, 223–234.

• Graham, S. (2006). Writing. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 457–478). Mahwah, NJ: Lawrence Erbaum.

• Graham, S., Berninger, V. & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32, 516-536.

• Graham, S., & Hebert, M. (2011). Writing-to-read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710-744.

• Graham, S., & Perrin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.

• Hadfield, J. & Hadfield, C. (1990). Writing games. England: Longman.

• Hamp-Lyons, L. & Heasley, B. (1987). Study writing. Cambridge: Cambridge University Press.

• Handayani, S. W. & Siregar, M. (2013). Improving students writing achievement through the process genre approach. Journal of English Language Teaching of FBS-Unimed, 2(2).

• Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research, (pp. 144-157). New York: The Guilford Press.

• Hung, C., Sun, J. & Yu, P. (2015).The benefits of a challenge: Student motivation and flow experience in tablet-PC- game-based learning. Learning Technologies and Learning Enviroment, 23(2), 172-190.

• Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at thong hing high school. Asian Journal of Educational Research, 3(2), 53-69.

• İnal, M. & Korkmaz, Ö. (2019). Eğitsel oyunların öğrencilerin yabancı dil olarak Türkçe öğrenmeye dönük tutumlarına ve konuşma becerilerine etkisi. Ana Dili Eğitimi Dergisi, 7(4), 898-913.

• Jackson, G. T. & McNamara, D. S. (2013). Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology,105(4), 1-14.

• Johnson, A. P. (2002). A short guide to action research. Boston: Allyn & Bacon.

• Jubran, S. M. H. (2019). The impact of using online games for teaching essay writing in the basic stage at Jordanian schools. Route Educational & Social Science Journal, 6(8), 742-758.

• Kara, S. & Akın, E. (2018). Satranc-ı Urefa’nın eğitsel bir oyun olarak uyarlanmasının 6. sınıf öğrencilerinin kelime öğretimine ve Türkçe dersi tutumlarına etkisinin incelenmesi (Siirt ili örneği). Turkish Studies, 13(27), 939-970.

• Klein, P. D. (2000). Elementary students’ strategies for writing-to-learn in science. Cognition and Instruction, 18(3), 317-348.

• Knudson, R. E. (1991). Development and use of a writing attitude survey in grades 4 to 8. Psychological Reports, 68, 807-816.

• Lam, S. & Law, Y. (2007) The roles of instructional practices and motivation in writing performance. The Journal of Experimental Education, 75(2), 145-164.

• Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.

• Lee, I. (2003). L2 writing teachers’ perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216-237.

• Lee, S. K. (1995). Creative games for the language class. Forum, 33(1), 35.

• Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press.

• Leki, I., Cumming, A. H. & Silva, T. (2008). A synthesis of research on second language writing in English: 1980-2005. London: Routledge Taylor & Francis.

• Ling, Y. L. C. (2016). Teaching writing. In W. A. Renandya, & H. P. Widodo (Eds.), English language teaching today: Building a closer link between theory and practice. (pp. 1-20). New York: Springer International.

• Liu, F., Vadivel, B., Rezvani, E. & Namaziandost, E. (2021). Using games to promote English as a foreign language learners’ willingness to communicate: Potential effects and teachers’ attitude in focus. Frontiers in Psychology, 12, 1-10.

• Lo, J. & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219-237.

• McClenny, C. S. (2010). A disposition to write: Relationships with writing performance. (Unpublished doctoral dissertation). School of Teacher Education, Florida State University, Florida.

• McGettigan, J. M. (2008). The relationship between writing achievement writing self-efficacy, writing apprehension and perceived value of writing by gender for third-grade students in a suburban school district. (Unpublished doctoral dissertation). Western Connecticut State University.

• McLeod, S. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 36, 465-471.

• Montelongo, J. A. & Herter, R. J. (2010). Using technology to support expository reading and writing in science classes. Science Activities: Classroom Projects and Curriculum Ideas, 47(3), 89-102.

• Moses, R. N., & Mohamad, M. (2019). Challenges faced by students and teachers on writing skills in ESL contexts: A literature review. Creative Education, 10, 3385-3391.

• Mustaque, S. (2014) Writing Problems among the Tertiary Level Students in Bangladesh: A Study in Chittagong Region. Language in India, 14, 334. http://www.languageinindia.com/jan2014/shakiladissertation.html.

• National Commission on Writing (2003, April). The neglected R: The need for a writing revolution. Retrieved from www.collegeboard.com.

• Nightingale, P. (1988) Understanding processes and problems in student writing. Studies in Higher Education, 13(3), 263-283.

• Özkara, Y. & Alparslan, B. (2019). Eğitsel oyunların ilkokul dördüncü sınıf öğrencilerinin nokta ve virgülü kullanma becerilerine etkisi. In Eğitsel oyunlar ve eğitim uygulamaları (Eds. Yasin Özkara). (pp.33-52). Ankara: İlksad Yayıncılık.

• Öztürk, E. (2013). The Psychometric Properties of the Writing Motivation Scale. International Online Journal of Educational Sciences, 5(2), 351-360.

• Pajares, F. (2003) Self-efficacy beliefs, motivation and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158.

• Rabab’ah, G. (2003). Communication problems facing Arab learners of English. Language Learning Journal 3(1).

• Sarkhoush, H. (2013). Relationship among Iranian EFL learners’ self-efficacy in writing, attitude towards writing, writing apprehension and writing performance. Journal of Language Teaching and Research, 4(5), 1126- 1132.

• Schunk, D. & Zimmerman, B. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum.

• Sheeba, S. A. (2016). Academic writing challenges at universities in Saudi Arabia and solutions. International Journal of English Language, Literature and Humanities, 4(10), 291-298.

• Sigurðardóttir, S. D. (2010). The use of games in the language classroom. Reykjavík: University of Iceland.

• Song, C. R. (2008). Educational games with blogs: Collaborating to motivate second language undergraduate critical thinking. Online Information Review, 32(5), 557-573.

• Stein, M, Dixon, R. C. & Isaacson, S. (1994). Effective writing instruction for diverse learners. School Psychology Review, 23(3), 392-405.

• Stojković M. & Jerotijević D. (2011). Teachers’ and students’ attitudes towards using games in Serbian EFL classrooms. УЗ ДАНИЦА, 8(1), 31-42.

• Susar Kırmızı, F. (2009). Türkçe dersinde yaratıcı drama yöntemine dayalı yaratıcı yazma çalışmalarının yazmaya yönelik tutuma etkisi. Yaratıcı Drama Dergisi, 2(5), 159-177.

• Takımcıgil Özcan, S. (2014). İlkokul 4. sınıf öğrencilerinin yazma motivasyonları ile hikaye yazma becerilerinin değerlendirilmesi. (Unpublished master's thesis). Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya.

• Tama, M. C. & Mc Clain, A. B. (1998). Guiding reading and writing in the content areas practical strategies. Iowa: Kendall/Hunt Publishing.

• Troia, G. A. (2003). Effective writing instruction across the grades: What every educational consultant should know. Journal of Educational and Psychological Consultation, 14(1), 75-89.

• Uçar, A. & Kan, M. O. (2020). Eğitici oyunların Türkçe öğrenen Suriyeli öğrencilerin yazma becerilerine etkisi. Okuma Yazma Eğitimi Araştırmaları, 8(2), 168-177.

• Waring, J. W. (2007). The impact of writing on student achievement. (Unpublished master's thesis). University of North Carolina Wilmington.

• Windiyani, T., Boeriswati, E. & Sumantri, M. S. (2019). Development of scientific-based educative multimedia games to improve Indonesian narrative writing skills for elementary school students. International Journal of Multicultural and Multireligious Understanding, 6(6), 788-795.

• Wright, A., Betteridge, D. & Buckby, M. (2006). Games for language learning. United Kingdom: Cambridge University Press.

• Valipour, V. & Aidinlou, N. A. (2014). The effect of language games on learning English listening speaking skills of Iranian pre-school students. Indian Journal of Fundamental and Applied Life Sciences, 4(2), 647-650.

• Yavuz, G. & Okur, A. (2019). Yabancılara Türkçe öğretiminde eğitsel oyunların konuşma becerisindeki rolü. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (Ö10), 251-264.

• Yıldırım, A. & Şimşek, H. (2018). Nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Publication.

• Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.

• Zimmermann, R. (2000). L2 writing: Subprocesses, a model of formulating and empirical findings. Learning and Instruction, 10, 73-99.

• Zorbaz, K. Z. (2010). İlköğretim okulu öğrencilerinin yazma kaygı ve tutukluğunun yazılı anlatım becerileriyle ilişkisi. (Unpublished doctoral dissertation). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Downloads

Published

2022-10-30

How to Cite

GENÇ ERSOY, B., & GÖL DEDE, D. (2022). Developing Writing Skills, Writing Attitudes and Motivation through Educational Games: Action Research. International Journal of Contemporary Educational Research, 9(3), 569–589. https://doi.org/10.33200/ijcer.1089781

Issue

Section

Articles