The effect of teaching planning and writing strategies on planning and writing achievement, writing self-efficacy and writing anxiety

This research aimed to determine the effect of teaching planning and writing strategies structured with self-regulation strategy development model on the achievement of planning and writing based on argumentative discourse, writing self-efficacy and writing anxiety. In the research, embedded design which is one of the mixed research methods in which both quantitative and qualitative research methods are used. While in the quantitative sections of the research, pre-test post-test control group quasi experimental design was utilized, the qualitative part included interview technique. In determining the study group, convenience sampling method was used. Participants of the study were 48 freshmen (24 in experimental group, 24 in control group) studying in Turkish Language Teaching department of a faculty of education at a state university during the fall semester of the 2019-2020 academic year. During the treatment process, the experimental group was administered writing activities through teaching planning and writing strategies that was based on argumentative discourse and structured with self-regulation strategy development model, which lasted ten weeks, taking two lesson periods each week. On the other hand, the control group participated in writing activities in line with the learning outcomes of Turkish Language I lesson. As for the data collection tools, plans and written compositions based on argumentative discourse, grading scales developed by the researcher to assess these plans and compositions, writing self-efficacy scale developed by Aydın, İnnalı, Batar ve Çakır (2013) to measure writing self-efficacy, and writing anxiety scale by Karakaya and Ülper (2011) to quantify writing anxiety were used as pre-test, post-test, and permanency test. Moreover, to retrieve opinions regarding the instruction process, a "Semi-Structured Interview Form" was administered to the pre-service teachers. For the statistical analysis of the quantitative data, descriptive statistics were run whereas t-test was used for the independent samples. Additionally, for the mixed measurements, two-way ANOVA was utilized. Concerning the analysis of the qualitative data, content analysis was used. As a result of the research, it was found that participants of the experimental group that received planning and writing strategies training based on argumentative discourse and structured with self-regulation strategy development model indicated higher writing self-efficacy than control group students on a statistically significant level, while their writing anxiety levels were lower than the control group. Through the interviews, it was determined that opinions of the experimental group students regarding the instruction process were affirmative. In conclusion, it was deduced that planning and writing strategies training that is based on argumentative discourse and structured with self-regulation strategy development model increases planning and writing achievement and writing self-efficacy while reducing writing anxiety in the meantime.