Investigation of Turkish teacher candidates' process of writing structured multimodal texts with a process-genre based writing approach

The aim of this study is to examine the effect of multimodal text writing education structured with process-genre based writing approach on the multimodal text writing processes of Turkish teacher candidates. The method of the research is chosen as embedded mixed design for the reason that the quantitative data were dominant while the qualitative data were supportive. In this context, the experimental design with pretest-posttest control group was used in the quantitative dimension of the research. In the qualitative dimension, semi-structured interviews were used to support and explain the data obtained during the application process. The study group of the experimental application process of the research consists of 48 teacher candidates studying at Akdeniz University Education Faculty Turkish Language Teaching Program in the spring semester of 2021-2022 academic year. On the other hand, the qualitative dimension of the study included 16 teacher candidates selected from the study group on a voluntary basis. Travel writing was used as the text type in the multimodal text writing process. The data collection tools of the research includes a personal information form developed by the researcher, the multimodal texts written by the students and a grading rubric (travel writing) parepared by the researcher for the evaluation of the multimodal texts, a multimodal literacy scale, an attitude scale towards writing, a teacher candidate writing self-efficacy scale and a semi-structured interview form developed by the researcher. The collection of quantitative data was carried out before and after the application while the interviews for the collection of qualitative data were held after the application process was completed. The multimodal text writing scores of the texts written by the teacher candidates in the type of travel writing was obtained through the grading rubric prepared by the researcher. In the process of the data analysis, the quantitative data were first tested with the Shapiro-Wilk normality test. The data showing normal distribution and the data not showing were analyzed with appropriate tests in the statistical analysis program, and the conditions of the experimental and control groups before and after the application were compared. In addition, qualitative data collected to support and explain quantitative data were analyzed by content analysis method. As a result of the study, multimodal text writing success, multimodal literacy levels and writing attitudes of Turkish teacher candidates in the experimental group who received multimodal text writing education structured with a process-genre based writing approach were found to be significantly higher than the participants in the control group, while their writing self-efficacy was found to be partially high. Compared to the pre-application, the multimodal text writing achievements, writing attitudes and writing self-efficacy of the participants in the experimental group were found to be significantly higher, while their multimodal literacy levels were found to be partially higher. The interviews with the experimental group after the application have shown that the participants' views on the application process were positive and that the application contributed to the development of writing skills. As a result, it has been determined that multimodal text writing education structured with genre-based writing approach increases the success of multimodal text writing, writing attitude and writing self-efficacy.