The effect of the process-oriented approach on gifted learners' writing skills: A case study

This study explores the effect of the process-oriented writing approach on gifted learners' writing skills and writing motivation. It was designed as a mixed-method case study based on a one-group pre-test–post-test design. The participants consisted of 13 seventhgrade students attending Ülker Yörükoğlu Science and Art Center. Data were collected through a Writing Skills Questionnaire, student writing samples, semi-structured interviews, and the teacher's observations and evaluations regarding the instructional process (teacher reflections). The writing instruction followed the cyclical stages of the process-oriented writing approach, including planning, drafting, revising, and teacher feedback. Students actively participated in each stage of the process. The findings indicated significant improvements in students' writing performance and motivation, particularly in planning, organizing, and effectively using feedback. Statistical analysis revealed a meaningful difference between pre- and post-test scores. Participants emphasized the pivotal role of teacher feedback in improving their writing and reported that they felt more confident and comfortable during the writing process. In conclusion, the process-oriented writing approach proved to be an effective method for supporting the cognitive and emotional development of gifted learners and offered valuable pedagogical implications for English language teachers. Keywords: Gifted learners, process-oriented writing, writing skills, writing motivation, writing instruction, case study.