The implementation of multi-source group writing conference in teaching Turkish as a foreign language: An action research

The aim of this study is to examine the changes in writing skills of international students learning Turkish at the B1-B2 level during the implementation of multi-source group writing conferences. In line with this purpose, the study was conducted using action research design. The study group of the research consists of 21 Turkish as a foreign language learners selected by purposeful sampling method. During the research process, 12 action plans were implemented. The applications continued for 14 weeks. Two different Writing Skill Assessment Rubrics, Second Language Classroom Writing Willingness Scale, Foreign Language Writing Self-Efficacy Scale, Second Language Writing Anxiety Scale, Interview Forms, Student Diaries, Researcher Observation and Diary were used as data collection tools. In data analysis, content analysis was used for qualitative data, t-test and repeated measures ANOVA test were used for quantitative data. According to the results obtained from the research, students' writing achievement increased as a result of the implemented method. Writing achievement increased in both quantitative and qualitative data collection tools. Students' self-efficacy perceptions towards writing increased according to both types of data collection tools. There was no significant increase in self-regulated writing efficacy in the quantitative data collection tool. However, there was a decrease in writing anxiety, especially somatic anxiety, according to the quantitative data collection tool. According to the qualitative data collection tool, there is a decrease in students' writing anxiety. Willingness to write did not show a significant difference according to the quantitative data collection tool. Based on qualitative data, students stated that they were willing to write because they wrote better in general. In the general evaluation of the process according to the qualitative data collection tools, it was determined that most of the students approached the process positively.