Bilingual students' Turkish writing competencies (Achievement, attitude, anxiety and application of writing strategies) and an investigation of these competencies in terms of some variables

The aim of this study is to determine bilingual students' Turkish writing competencies (attitude, anxiety, achievement and application of writing strategies) and the relationship between these competencies and the variables of gender, grade level, father's education level, mother's education level, language spoken at home, duration of watching TV at home, reading books, keeping a diary, and type of books read. Quantitative research method was used in the study. The study was conducted in accordance with the relational screening model, one of the quantitative research models. The study group of the research consists of 207 bilingual students studying in secondary schools in the central districts of Van province. The data of the study were collected with "Metacognitive Writing Strategies Scale", "Writing Attitude Scale", "Composition Evaluation Scale" and "Writing Anxiety Scale". The collected data were analyzed with parametric and non-parametric analysis techniques using SPSS 21 package program. At the end of the study, it was found that bilingual students' Turkish writing achievement was at a "high" level. It was determined that the dependent variable did not have a positive-negative relationship with the variables of grade level, father's education level, mother's education level, language spoken at home, duration of watching TV at home, reading books, keeping a diary, and type of books read. On the other hand, it was determined that the writing achievement levels of bilingual students were higher in females. In the study, it was determined that bilingual students' Turkish writing attitudes were at a "high" level. It was observed that the dependent variable did not have a positive-negative relationship with the variables of grade level, father's education level, mother's education level, time spent watching TV at home, reading books, and the type of books read. On the other hand, it was found that women and those who kept diaries had higher writing attitudes. In addition, according to the results, it was seen that the language spoken at home was more effective in bilingual students' attitudes towards Turkish writing. Bilingual students' Turkish writing anxiety was found to be at a "moderately high" level. It was determined that the dependent variable did not have a positive- iv negative relationship with the variables of grade level, father's education level, mother's education level, TV watching time at home, reading books, and the type of books read. On the other hand, it was determined that males had higher writing anxiety than females, the language spoken at home was more effective in bilingual students' Turkish writing anxiety, and those who did not keep a diary had higher anxiety than those who did. In the study, it was found that bilingual students' writing strategies were at a "high" level. It was determined that the related dependent variable did not have a positive or negative relationship with the variables of grade level, father's education level, mother's education level, language spoken at home, time spent watching TV at home, reading books, and type of books read. On the other hand, it was found that women had higher metacognitive writing strategy levels than men, and students who kept a diary had higher metacognitive writing strategies than students who did not keep a diary. Keywords: bilingual students, Turkish writing proficiency, achievement, anxiety, attitude, strategy, variables