The usage of process-genre focused writing approach in developing the writing self-efficacy of 7th grade students

In this study, which aims to determine the effect of process-genre focused writing approach on the development of writing self-efficacy of 7th grade secondary school students, an embedded mixed design was used because qualitative data are predominant and quantitative data are supportive. In the sub-problems of the study, it was examined whether there was a statistically significant difference between the pretest and posttest scores of the Writing Self-Efficacy Scale, student views on the process-genre focused writing approach and the course teaching process, and how the activities developed for the process were implemented in the classroom. The research was conducted with 44 7th grade students who were studying in a secondary school in Şahinbey district of Gaziantep province and who were determined by criterion sampling method. The research data were collected through the Writing Self-Efficacy Scale, personal information form, interview form, student diaries and the products created by the students during the application process. Quasi-experimental method was used in the quantitative dimension of the research and phenomenology method was used in the qualitative dimension. The quantitative data obtained were analysed with R programming language and the findings were presented in tables. Qualitative data were analysed by content analysis method. As a result of the research, statistically significant differences were found between the pretest-posttest results of the students in the experimental group, but not in the control group. In the student diaries and interviews with the experimental group, it is seen that the participant views on the application process were positive, the application contributed to the development of writing self-efficacy and the quantitative data supported the qualitative data. As a result, it was determined that the process-genre focused writing approach was effective in the development of writing self-efficacy.