SavedAdd your journal

Journals / Folklor/Edebiyat / 2026 / Cilt: 26 Sayı: 101

The Effects of the Creative Collaborative Short Story Writing Technique on Developing Teacher Candidates’ Writing Skills

Mustafa Kurt(Near East University, Faculty of Education)0000-0003-0790-0725
Ahmet Güneyli(European University of Lefke, Faculty of Education)0000-0002-2168-1795
Ezgi Gömeç Ulu(Near East University, Faculty of Arts and Sciences)0000-0001-6418-8995
Çelen Dimililer(Near East University, Faculty of Arts and Sciences)0000-0001-8886-6201
Pages
187–201
Publication Date
2020-02-05
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Moreover, the results revealed that writing success was supported by performing creative writing in conjunction with group writing activities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study was to examine how the collaborative technique influenced undergraduate English Language Teaching students’ writing skills in general and creative collaborative short story writing skills in particular.
📊
Key Findings & Data:The study was conducted with a mixed methods research design which is a methodology for conducting research that integrating quantitative and qualitative research with 8 students studying in the English Language Teaching Department at Near East University.
💡
Conclusion & Impact:Moreover, the results revealed that writing success was supported by performing creative writing in conjunction with group writing activities.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:creative · collaborative · writing technique

Özet

The aim of this study was to examine how the collaborative technique influenced undergraduate English Language Teaching students’ writing skills in general and creative collaborative short story writing skills in particular. The study commenced by investigating the writing background of the students. Then the participants experienced an intervention period in which they were taught the creative collaborative technique and practiced collaborative short story writing. The effects of this technique on the participants’ writing skills and their creative collaborative short story writing skills were investigated, which was the principal focus of this research study. The study was conducted with a mixed methods research design which is a methodology for conducting research that integrating quantitative and qualitative research with 8 students studying in the English Language Teaching Department at Near East University. The students’ short story writings and interview questions were used as a data collection tools. The textual data that was gathered regarding the writing background of the senior students was analysed by thematic content analysis, whereas the pre- and post-tests regarding the students’ creative collaborative writing results were analysed with Wilcoxon test. The findings showed that, even in a short time, creative and collaborative story writing activities had a positive effect on writing success. Moreover, the results revealed that writing success was supported by performing creative writing in conjunction with group writing activities.

🔖

Cite This Article

Kurt, M., Güneyli, A., Ulu, E. G., Dimililer, Ç. (2020). The Effects of the Creative Collaborative Short Story Writing Technique on Developing Teacher Candidates’ Writing Skills. Folklor/Edebiyat, Cilt: 26 Sayı: 101, 187–201. https://doi.org/10.22559/folklor.1032

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (45)

  1. Aktaş, M. (2009). The effect of creative writing on achievement and on writing skill in foreign language teaching. Dil Dergisi, 145, 7-27.
  2. Andreason, N., & Powers, P. (1975). Creativity and psychosis: an examination of conceptualstyles. Archives of General Psychiatry. 32, 70-73. http://dx.doi.org /doi:10.1001/archpsyc. 1975.0170190072008
  3. Bejarno, Y. (1987). A cooperative small-group methodology in the language classroom. TESOL Quarterly, 21(3), 483-501. http://dx.doi.org/doi:10.2307/3586499
  4. Bruffee, K. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: John Hopkins University Press.
  5. Burnett, P.(2001). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145-154.
  6. Chao, Y.C.J & Lo, H.C. (2011). Students’ perceptions of Wikibased collaborative writing for learners of English as a foreign language. Interactive Learning environments, 19(4), 395-411.
  7. Collie, J. & S. Slater. (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge: Cambridge University press.
  8. Collins, P. (2004). The ascendancy of the scientific dictatorship. London: Iuniverse.
  9. Cremin, T. (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3). http://dx.doi.org/doi:10.1080/03057640600866023.
  10. De Smedt, F.,Van Keer, H. & Merchie, E. (2016). Student, teacher and class-level correlates of Flemish late elementary school children’s writing performance. Reading and Writing, 29(5), 833-868. doi:10.1007/s11145-015-9590-z.
  11. Fink-Chorzempa, B., Graham, S. & Harris, K. R. (2005). Instructional adaptations for struggling writers in primary grade classrooms. Teaching Exceptional Children, 37, 60-63.
  12. Frederick, T. (2008). Facilitating better teamwork: Analyzing the challenges and strategies of classroom- based collaboration. Business Communication Quarterly, 71, 439-402. http://dx.doi. org/10.177/1080569908325860
  13. Freire, P. (1985). The politics of education. London, Macmillan.
  14. Galbraith, D. (1999). Writing as a knowledge-constituting process. Studies in Writing, 139-159.
  15. Ghanbari, N., Karampourchangi, A. & Shamsaddini, M. R. (2015). An exploration of the effect of time pressure and peer feedback on the Iranian EFL students’ writing performance. Theory and Practice in Language Studies, 5(11), 2251-2261. http://dx.doi.org /10. 17507 / tpls.0511.08.
  16. Graham, S., MacArthur, C., & Fitzgerald, J. (2013). Best practices in writing instruction. New York, NY: Guilford Press.
  17. Huang, Y. W. (2014). Taiwanese graduate students’ voices on language anxiety over writing academic papers. Journal of Language Teaching and Research, 5(6), 1219-1228. doi: 10.4304/ jltr.5.6.1219-1228.
  18. Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at Thong Linh high school. Asian Journal of Educational Research, 3(2), 53-69.
  19. Ingermanson, R. (2014). How to write a novel using the snowflake method. Hobollen: Wiley Publishing. Jauk E., Benedek M., & Neubauer A. C. (2014). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28, 95-105. doi:10.1002/per.1941. Jolliffe, W. (2007), Cooperative learning in the classroom. London: Paul Chapman Publishing. Kieft, R., Rijlaardam, B. & Berg, V. D. (2006). Writing as a learning tool: Testing the role of students’ writing strategies. European Journal of Psychology of Education, XXI, 18-19. doi: 10.1007/ BF03173567.
  20. Kim, K. H., Cramond, B. & VanTassel-Baska, J. (2010). The relationship between creativity and intelligence. In J. C. Kaufman, & R. J. Sternberg (Eds.), Handbook of creativity (pp. 395-412). Cambridge University Press.
  21. Kohanyi, A. (2005). Four factors that may predict the emergence of creative writing: A proposed model. Creativity Research Journal, 195-205. http://dx.doi.org/10.1080/10400419.2005.9 651479.
  22. Marlowe, M. (2013). Teaching children who are hard to reach. Thousand Oaks: Corwin. Marshall, J. D. (1987). The effects of writing on students’ understanding of literary texts. Research in the Teaching of English, 21(1), 30-63.
  23. McCabe, A. & Bliss, L. (2003). Patterns of narrative discourse: A multicultural, life span approach. The Journal of Narrative and Life History, 1, 1-2.
  24. Oral, G. (2014). Yine yazı yazıyoruz [Writing Again]. Ankara: PegemA Publications.
  25. Pardede, P. (2011). Short stories use in language skills classes: Students’ Interest and Perception. Conference: 4th Annual International Seminar Faculty of Language and Literature. Satya Wacana Christian University, At Salatiga. Retrieved from http://www.researchgate.net/publication
  26. Packwood, A. &Messenheimer, T. (2003). Back to the future: Developing children as writers. In E. Bearne, H. Dombey & T. Grainger (Eds.), Classroom interactions in literacy (pp. 144-156). Buckingham, Open University Press.
  27. Pathan, M., & Al-Dersi, Z. (2013). Investigating the role of short-stories in overcoming the problems faced by the Libyan EFL learners in reading comprehension skill. The Criterion An International Journal in English, 12, 1-8.
  28. Reaves, Angela C. (2012). The role of the environment in the individual difference and creativity relationship, Master Thesis, University of Florida International. Retrieved from http://digitalcommons. fiu.edu/etd/686
  29. Rentz, K., Arduser, L., Meloncon, L., & Debs, M. B. (2009). Designing a successful group- Report experience. Business Communication Quarterly, 71, 421-438. doi: 10.1177/10805 69908330373.
  30. Root, R. L. & Steinberg, M. (2012). The fourth genre: Contemporary writers of/on creative nonfiction. 6th edition, Boston: Pearson.
  31. Spilka, R. (1993) Collaboration across multiple organizational cultures. Technical Communication Quarterly, 2, 125-173. http://dx.doi.org/10.1080/10572259309364529.
  32. Storch, N. (2005). Collaborative writing: Product, process and students’ reflections. Journal of Second Language Writing, 14, 153-173. doi:10.1016/j.jslw.2005.05.002
  33. To, J. & Carless, D. (2015). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education, 40(6), 746-764. http:// dx.doi.org/10.1080/0309877X.2015.1014317
  34. Torrance, E. P. (1994). Creativity: Just wanting to know. Pretoria, Republic of South Africa: Benedic Books.
  35. Whelan, B. (2013). Back to creative writing school. London: James Sneathe.
  36. Wong, V.F., & Lim, J. (2013). Linking communicative functions with linguistic resources in Short stories: Implications of a narrative analysis for second language writing instruction. System 45, 147-162. http://doi.org/10.1016/j.system.2014.05.008
  37. Yang, R., & Allison, D. (2003). Research articles in applied linguistics: moving from results to conclusions. English for Specific Purposes, 11, 365-385. http://doi.org/10.1016/S0889- 4906(02)00026-1
  38. Yeh, Y. C., Yeh, Y. L., & Chen, Y. H. (2012). From knowledge sharing to knowledge creation: A blended knowledge-management model for improving university students’ creativity. Thinking Skills and Creativity, 7(3), 245-247. http://doi.org/10.1016/ j.tsc.2012.05.004.
  39. Online references
  40. King’s College London. (2015). Creative Writing Undergraduate Marking Criteria. Retrieved in May 2018 from https://www.kcl.ac.uk/artshums/depts/english/study/handbook /Assessment/creative.pdf
  41. University of Leicester. (201
  42. . MA in Modern Literature (and Creative Writing) Student Handbook. Retrieved in June 2018 from http://www2.le.ac.uk/departments/english/existing-staff-andstudents/ MAinModernLiteratureandCreativeWriting201516v1.2.pdf
  43. University of Southampton. (2013). MA Creative Writing Handbook. Retrieved in May 2018 from https://www.southampton.ac.uk/assets/imported/transforms/content-block/Useful Downloads_Download/5F9E552D283C4072803FA38B45FEC3BE/cw_handbook_2012-13.pdf
  44. Huang, Y. W. (2014). Taiwanese graduate students’ voices on language anxiety over writing academic papers. Journal of Language Teaching and Research, 5(6), 1219-1228. doi: 10.4304/ jltr.5.6.1219-1228.
  45. Ingermanson, R. (2014). How to write a novel using the snowflake method. Hobollen: Wiley Publishing. Jauk E., Benedek M., & Neubauer A. C. (2014). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28, 95-105. doi:10.1002/per.1941. Jolliffe, W. (2007), Cooperative learning in the classroom. London: Paul Chapman Publishing. Kieft, R., Rijlaardam, B. & Berg, V. D. (2006). Writing as a learning tool: Testing the role of students’ writing strategies. European Journal of Psychology of Education, XXI, 18-19. doi: 10.1007/ BF03173567.