English Language Teachers' Views on Teaching and Assessment of Writing Skills
This research investigates the techniques used by English language teachers for teaching and assessing writing skills in their classes at secondary school level. In this study, both quantitative and qualitative data collection methods were used. The data were obtained from 97 English language teache...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Süleyman Demirel University
2020-11-01
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| Series: | SDU International Journal of Education Studies |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/1024639 |
| _version_ | 1797234200961613824 |
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| author | Kağan Büyükkarcı Serdal Kalay |
| author_facet | Kağan Büyükkarcı Serdal Kalay |
| author_sort | Kağan Büyükkarcı |
| collection | DOAJ |
| description | This research investigates the techniques used by English language teachers for teaching and assessing writing skills in their classes at secondary school level. In this study, both quantitative and qualitative data collection methods were used. The data were obtained from 97 English language teachers working in public and private secondary schools through two different surveys. The first survey aimed to measure the teaching writing techniques and the second one aimed to investigate the teachers’ assessment techniques for writing. Beside the surveys, 6 randomly selected teachers were interviewed to collect more detailed information. The analysis results of the quantitative data collected through the surveys demonstrated that teachers preferred teacher-centered and direct instruction methods for teaching writing. When it comes to assessment, teachers’ scores were higher in more mechanical, exam-oriented and paper based assessment techniques. The quantitative findings also revealed that gender, teaching experience and the school type do not significantly influence English language teachers’ preferences of teaching and assessment techniques. The qualitative findings of the study revealed that teachers’ choices of teaching and assessing writing techniques were affected by time, lack of motivation, course book contents, lack of in-service training and grading. |
| first_indexed | 2024-04-24T16:28:18Z |
| format | Article |
| id | doaj.art-860df3857b2f4f028d1aed1c19aa6714 |
| institution | Directory Open Access Journal |
| issn | 2148-9068 |
| language | English |
| last_indexed | 2024-04-24T16:28:18Z |
| publishDate | 2020-11-01 |
| publisher | Süleyman Demirel University |
| record_format | Article |
| series | SDU International Journal of Education Studies |
| spelling | doaj.art-860df3857b2f4f028d1aed1c19aa67142024-03-30T13:12:04ZengSüleyman Demirel UniversitySDU International Journal of Education Studies2148-90682020-11-017226228610.33710/sduijes.7100621113English Language Teachers' Views on Teaching and Assessment of Writing SkillsKağan Büyükkarcı0Serdal Kalay1Süleyman Demirel UniversityT.C. MİLLİ EĞİTİM BAKANLIĞIThis research investigates the techniques used by English language teachers for teaching and assessing writing skills in their classes at secondary school level. In this study, both quantitative and qualitative data collection methods were used. The data were obtained from 97 English language teachers working in public and private secondary schools through two different surveys. The first survey aimed to measure the teaching writing techniques and the second one aimed to investigate the teachers’ assessment techniques for writing. Beside the surveys, 6 randomly selected teachers were interviewed to collect more detailed information. The analysis results of the quantitative data collected through the surveys demonstrated that teachers preferred teacher-centered and direct instruction methods for teaching writing. When it comes to assessment, teachers’ scores were higher in more mechanical, exam-oriented and paper based assessment techniques. The quantitative findings also revealed that gender, teaching experience and the school type do not significantly influence English language teachers’ preferences of teaching and assessment techniques. The qualitative findings of the study revealed that teachers’ choices of teaching and assessing writing techniques were affected by time, lack of motivation, course book contents, lack of in-service training and grading.https://dergipark.org.tr/tr/download/article-file/1024639teachers' viewsteaching writing skillassessing writing skillsecondary school level |
| spellingShingle | Kağan Büyükkarcı Serdal Kalay English Language Teachers' Views on Teaching and Assessment of Writing Skills SDU International Journal of Education Studies teachers' views teaching writing skill assessing writing skill secondary school level |
| title | English Language Teachers' Views on Teaching and Assessment of Writing Skills |
| title_full | English Language Teachers' Views on Teaching and Assessment of Writing Skills |
| title_fullStr | English Language Teachers' Views on Teaching and Assessment of Writing Skills |
| title_full_unstemmed | English Language Teachers' Views on Teaching and Assessment of Writing Skills |
| title_short | English Language Teachers' Views on Teaching and Assessment of Writing Skills |
| title_sort | english language teachers views on teaching and assessment of writing skills |
| topic | teachers' views teaching writing skill assessing writing skill secondary school level |
| url | https://dergipark.org.tr/tr/download/article-file/1024639 |
| work_keys_str_mv | AT kaganbuyukkarcı englishlanguageteachersviewsonteachingandassessmentofwritingskills AT serdalkalay englishlanguageteachersviewsonteachingandassessmentofwritingskills |