GÖKHAN ÇETİNKAYA
(Düzce Üniversitesi)
Gülay BİLGAN
(Tekirdağ Namık Kemal Üniversitesi)
Yıl: 2018Cilt: 13Sayı: 13ISSN: 2148-7782 / 2148-9599Sayfa Aralığı: 25 - 32İngilizce

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The Relationship between EFL learners’ writing strategy use and their writing scores
The aim of the study is to investigate the relationship between EFL learners’ writing performance andtheir use of writing strategies in the context of voluntary-based English Preparatory School. To dothis, Writing Strategy Inventory developed by Özbay (2008), semi-structured interviews andstudents’ writing grades of their 3rd midterm exam were used. Writing Strategy Inventory wasdelivered to 166 students; however, only 152 students took the midterm exam. Following thequantitative data collection procedure, semi-structured interviews were carried out with 15 studentschosen via extreme case sampling method based on the students’ scores on the Writing StrategyInventory. The results show that there is a significant but a low correlation between students’ writingstrategy use and their midterm results. However, during the interviews, students state that they can’tuse the writing strategies during the exams because of limited time for the writing part or just becausethe strategies such as searching the topic on the internet and looking up dictionaries they generallyuse are not appropriate for the exams. Furthermore, the use of writing strategies does not differaccording to gender; on the other hand, students with higher self-proficiency level use more writingstrategies.
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