The effects of text completion and creation methods on the writing skills, anxiety and self-efficacy of learners of Turkish as a foreign language

The study consists of five chapters and the aim of the study, problem statement, sub-problems, assumptions, limitations and definitions are emphasized in the introduction. The purpose of this research is to examine the impact of text-completion techniques, text completion, the creation of new texts based on existing ones, the rephrasing of texts in one's own words These methods are collectively referred to as "text-completion and creation methods" by the researcher. The focus is on their impact on the writing skills, anxiety levels, and self-efficacy of foreign learners studying Turkish as a second language. In the second part of the study, the terms language and language teaching, writing skills, writing methods and techniques, writing anxiety and writing self-efficacy were emphasised and related research was included. The third section describes the methodology of the study. The study used the explanatory sequential design of the mixed method, with a quasi-experimental pretest-posttest control group design in the quantitative part of the research and an interview technique in the qualitative part. The study group is composed of two C1-level classes, each with 16 foreign students learning Turkish as a second language, enrolled at Sakarya University of Applied Sciences Language Education and Research Center during the march-april term of the 2023-2024 academic year. The fourth section consists of the findings of the research. Quantitative data were gathered using a writing test, a writing self-efficacy scale, and a writing anxiety scale administered to both classes at both the start and conclusion of the instructional process. Data of a qualitative nature were collected from the experimental group via semi-structured interviews. The quantitative data on participants' writing skills, anxiety, the analysis of self-efficacy was conducted using SPSS independent samples t-test, while qualitative data regarding participants' opinions on text-completion and creation techniques were analyzed using content analysis. In the chapter five, the results of the study indicate that the experimental group's writing skills who continued their writing education with text-completion and creation techniques, improved. A slight increase in their writing self-efficacy was observed, whereas no significant change was noted in their writing anxiety. Another notable result is that experimental group students expressed positive opinions about text-completion and creation techniques.