The effect of cooperative writing activities on improving writing skills of students who learning Turkish as a foreign language

The main purpose of this research is o examine the effect of cooperative writing activities on improvement of the writing ability of students who are learning Turkish as their foreign language. Fort his, method and pattern of the reserch were determined as action research.Developing the written expression activities teachers was aimed. Fort this, ''in class action research'' which is a type of action research was used. 16 students who are learning Turkish at BAİÜ TÖMER in 2016-2017 education year were determined as participants. We developed a six phase action plan which is proper fort he solution of students'written expression problems. 1) Consideration of existing practices: The writing activities which was found in textbooks of students who were learning Turkish as their foreign language in 2015-2016 education year were examined. We confirmed that cooperative writing activities are taking a small place in the whole existing practices. 2) Determining the side which was desired to developed of the practice: We aimed that cooperative writing activities on teaching Turkish as foreign language can be develop other linguistic and social abilities alongside of writing abilities. 3) Describing the methods for developing practices: We examined ADOÖÇ. We examined the methods and techniques which are using for written expression and differences between A1 and B1 courses' ability of writing. We decided cooperative writing models which can be used properly for students' level of writing. For this, we decided design,ng peer writing activities at the A1 and A2 courses, small group writing activities at B1 course. 4) Testing and improving the plan: For determining workableness and improving the failing side of the plan we did a application study which was continued 12 weeks. 5) Modifiyng the plan with the datum which were came form the applicaiton study and practicing the renewed plan: Renewed action plan were practiced for 9 weeks. We did feedback and corecting studies related with students' writing problems in every practice. In this way, we raised awareness on individuality in written expressions, wording, text format, grammer and punctuation. 6) Analysing, reporting and sharing the datum which were came from practicing the action plan: After 9 weeks long action plan was practiced, the progress of students'written expression abilities were reviewed. Written expression activity results which were collected from students' finale exams of A1, A2 and B1 courses were reviwed with Creative Writing Scale. For analysing the improvement of creative writing abilities between the courses, we used mthods of t test. Also, we received participants'opinions on practicing activities and analyzed observations of teachers who are practice the method. At the end of the research, we determined that cooperative writing activities developed the students'writing activities. We determined that coopretive writing activities developed students' individuality in written expressions, wording, text format, grammer, punctuation and presentation abilities. However, consistency of text structure didn't develop to form significant difference. Students may not be consistent at the text structure because of the rule that using limited words at the finale exams. At the face to face interviews we asked students '' Do you prefer writing as a group or writing individual?'' %73 percent of students stated they prefer working as a group, %27 percent of the students stated they prefer working individualy. Based on observations of teachers, cooperative writing activities contribute peer comminication and education, interest of learning Turkish, recognise the mistakes at the written expression and language skills such as reading, listening and speaking. The opinion of teachers is that this types of activities lower the students' who are likes to learn individualy the rate of learning and sometimes, everybody at the group doesn't attend the group activities efficiently. Despite all, planning some parts of the written expressions as cooperative writing makes learning Turkish more fun.