The effect of writing activities constructed with creative drama methods on students' writing anxiety, writing attitude and writing self-efficacy

The aim of this study was to determine the effect of writing activities created by creative drama techniques on primary school students' writing anxiety, writing self-efficacy and attitudes towards writing and the views of students and teachers about this process. Mixed method was used in the research. In the first stage of the mixed method, an experimental study was performed in the form of a single group pre-test and post-test model. In the second stage, the opinions of the group and the teacher about the process were obtained through the open-ended form. The sample of the research is random sampling and it is the 4th grade students of a primary school in Salihli district of Manisa. The total number of students in the study group is 22, of which 15 are female and 7 are male. In the study, the personal information form prepared by the researcher, the writing self-efficacy scale developed by Güneş, Kuşdemir and Bulut (2017), the writing anxiety scale adapted to Turkish by Özbay and Zorbaz (2011), developed by Daly and Miller (1975), by Susar (2009) developed attitude scale and open - ended form were used. The collected data were transferred to computer and writing self-efficacy, writing anxiety, average attitude towards writing and standard deviation values were calculated. In order to compare the pre-test scores and independent variables of the students, t-test was used for the independent groups, but the non-parametric test, Mann Whitney U test, was used because the data was not normally distributed. Spearman Brown correlation coefficient technique was used for the relationship between the number of books and independent variables. Non parametric Wilcoxon test was used to test whether there was a difference between the pre-test scores of the students before the experimental procedures and the post-test scores after the experimental procedures. Content analysis was used in the analysis of the qualitative data of the study. As a result of the research, it was found that there was a significant difference between writing anxiety, writing self-efficacy and attitude towards writing pre-test and post-test averages. In addition, a moderate relationship was found between the number of books read and writing anxiety, writing self-efficacy and attitude towards writing. In the qualitative part of the research, students' views about the process, their enjoyment status, change and suggestion are collected under the themes.