Enhancing students' motivational beliefs and achievement scores for writing
Diler Gültekin
Bahcesehir University
Diler Gültekin is an English language instructor and level coordinator at Bahceşehir University School of Foreign Languages. She completed her undergraduate studies at METU and received her MA in ELT from Marmara University. She holds an ICELT certificate and DELTA diploma from Cambridge University. She is also a certified ICELT trainer. Her research interests include syllabus design and curriculum development, materials development, and self-regulated learning.
Selma Karabınar
Marmara University, Istanbul
Selma Karabinar is an Assistant Professor at the Department of Foreign Language Education at Marmara University. She has been teaching undergraduate and graduate courses in English language teaching, research methods and language assessment. Her research interests include academic writing, cognitive processes in writing, autonomy, self assessment in language learning.
Abstract
This presentation will describe a case study conducted with an adult student enrolled in a one-year intensive English language program at a foundation university in Istanbul. The study investigated the effects of... [ view full abstract ]
This presentation will describe a case study conducted with an adult student enrolled in a one-year intensive English language program at a foundation university in Istanbul. The study investigated the effects of self-regulatory strategy training in writing on the participant student’s motivational beliefs and achievement scores for writing.
The study included an 8-week intervention program in which the participant student was given one-on-one tutorials focused on writing strategies as well as self-regulated learning. The data sources were collected in three phases (i.e. pre-intervention, intervention, and post-intervention) and consisted of the pre- and post-intervention interviews, stimulated recall interviews, goal-setting, self-monitoring and self-evaluation forms, researcher’s journals, interviews with the participant’s writing teachers, writing outputs of the participant, and the student’s writing achievement scores.
Motivational beliefs were analyzed under two themes: self-efficacy, which is believed to provide the foundation for human motivation and self-satisfaction, the sense of which is highly likely to enhance motivation.
Research findings suggest that in order to improve students’ self-efficacy, powerful skills and strategies involved in the writing process should be incorporated into writing instruction. Also, receiving reassurance and positive feedback from the teacher as well as earning the teacher’s praise were found to be crucial to improving students’ self-efficacy. Regarding self-satisfaction, winning the praise of the teacher and achieving higher scores than others in the writing class came out as the most significant factors. Finally, the writing achievement scores the participant student obtained during the intervention pointed out an exponential increase in her performance.
Summary
This presentation will describe a case study with an adult student who was exposed to an-8-week-intervention program on writing strategies and self-regulated learning. Research findings will uncover the factors that affect... [ view full abstract ]
This presentation will describe a case study with an adult student who was exposed to an-8-week-intervention program on writing strategies and self-regulated learning. Research findings will uncover the factors that affect one’s motivational beliefs and achievement scores for writing and let the listeners question their own style of teaching writing.
Authors
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Diler Gültekin
(Bahcesehir University)
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Selma Karabınar
(Marmara University, Istanbul)
Topic Areas
Language Skills: Writing, Reading, Speaking, and Listening , Motivation
Session
OS-4A » Concurrent 4-A (13:45 - Saturday, 15th April, Washburn Hall İB102)
Presentation Files
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