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Journals / Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi / 2026 / Cilt: 12 Sayı: 1

An Investigation of Turkish EFL Instructors’ Beliefs about Writing in English

Elif Sarı(KARADENİZ TEKNİK ÜNİVERSİTESİ)0000-0002-3597-7212
Turgay Han(ORDU ÜNİVERSİTESİ)0000-0002-9196-0618
Pages
169–184
Publication Date
2022-03-29
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AI Summary & Key Takeaways

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

The results showed that although the Turkish EFL instructors value the process-oriented and genre-oriented approaches to writing, they cannot disregard the product-oriented approach.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study investigated instructors’ beliefs about the nature of L2 writing, teaching L2 writing, and assessing L2 writing, using inventory and interview data from 106 instructors in the Turkish EFL context.
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Key Findings & Data:The results showed that although the Turkish EFL instructors value the process-oriented and genre-oriented approaches to writing, they cannot disregard the product-oriented approach.
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Conclusion & Impact:Based on the findings, several implications were suggested for teacher trainers and policymakers in terms of designing pre-service teacher training and in-service teacher development programs.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Öğretmen inançları · İkinci dilde yazmanın doğası · İkinci dilde yazma eğitimi

Abstract

The study investigated instructors’ beliefs about the nature of L2 writing, teaching L2 writing, and assessing L2 writing, using inventory and interview data from 106 instructors in the Turkish EFL context. The results showed that although the Turkish EFL instructors value the process-oriented and genre-oriented approaches to writing, they cannot disregard the product-oriented approach. It was also found that the instructors do not have sufficient knowledge about the writing assessment terminology and the digital tools that can be used to teach writing. Moreover, the instructors did not reveal strong beliefs regarding portfolio assessment, self-assessment, and peer feedback. Based on the findings, several implications were suggested for teacher trainers and policymakers in terms of designing pre-service teacher training and in-service teacher development programs.

Özet

Çalışma, Türkiye’deki üniversitelerde yabancı dil olarak İngilizce eğitimi veren 106 öğretim görevlisinden alınan envanter ve görüşme verilerini kullanarak, öğretmenlerin ikinci dilde yazmanın doğası, ikinci dilde yazma eğitimi ve ikinci dilde yazmayı değerlendirme konusundaki inançlarını araştırdı. Sonuçlar, Türk öğretim görevlilerinin yazmaya yönelik süreç odaklı ve tür odaklı yaklaşımlara değer vermelerine rağmen, ürün odaklı yaklaşımı göz ardı edemediklerini göstermiştir. Ayrıca öğretmenlerin yazma değerlendirme terminolojisi ve yazma öğretiminde kullanılabilecek dijital araçlar hakkında yeterli bilgiye sahip olmadığı tespit edilmiştir. Ayrıca, öğretmenler portfolyo değerlendirmesi, öz değerlendirme ve akran geri bildirimi ile ilgili güçlü inançlar ortaya koymamışlardır. Çalışmanın bulgularına dayanarak hizmet öncesi öğretmen eğitimi ve hizmet içi öğretmen geliştirme programlarının tasarlanması açısından öğretmen yetiştiricileri ve karar vericiler için çeşitli önerilerde bulunulmuştur.

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Cite This Article

Sarı, E., Han, T. (2022). An Investigation of Turkish EFL Instructors’ Beliefs about Writing in English. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, Cilt: 12 Sayı: 1, 169–184. https://doi.org/10.48146/odusobiad.1080702

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