The effect of the process-genre writing model on developing the persuasive writing skills of pre-service teachers

The main purpose of the research is to examine the effectiveness of the Process-Genre Model in the development of Turkish pre-service teachers' persuasive writing skills. The other aims of the research are to reveal the effect of the model on pre-service teachers' writing anxiety and self-regulation competencies regarding writing. The mixed method approach, in which qualitative and quantitative research techniques are used together, was used in the study, and parallel databases model of convergent mixed design was used in this direction. The study group of the research consisted of 78 Turkish pre-service teachers studying at two different state universities in the 2019-2020 academic year, 40 of whom were assigned to the experimental group and 38 to the control group. A 9-week application process was carried out based on the Process-Genre Model for the experimental group students, while the control group students were educated according to the current program. Quantitative data of the study were collected with personal information form, persuasive writing, anxiety scale and self-regulation competence scale. Qualitative data were obtained with semi-structured pre- and post-interview forms. In the analysis of the data, descriptive statistics and hypothesis tests were used for the quantitative dimension, and thematic analysis and categorical analysis were used for the qualitative dimension. In addition, Kappa statistics were used to determine the agreement between encoders. Findings from the research; Process-Genre Model has a statistically significant effect on developing persuasive writing skills, writing anxiety and self-regulation competence. However, it has been determined that the qualitative findings obtained from the interview data largely overlap with the quantitative results. When these findings are evaluated together, it is concluded that the Process-Genre Model is an effective teaching method in developing persuasive text writing skills, reducing writing anxiety and improving self-regulation competencies.