Yabancı dil olarak İngilizce yazımında çağrışım tekniğine dayalı görüşme yoluyla üst düzey bilişsel becerileri geliştirme

This study is an innovative research in the field of English as a Foreign Language (EFL) Writing done with the combination of keystroke logging software, Inputlog, and stimulated recall methodology. Two research questions were determined for this study: (1) ?What do students think during their pause behaviour doing writing tasks; do they use their higher or lower level thinking skills?? and (2) ?Is it possible to foster higher-order cognitive skills in EFL writing with the help of stimulated recall methodology combined with keystroke logging data files??. Thirty-six ninth grade students at Ankara University Development Foundation Schools participated in this study. Each student wrote two stories in view of the standard requirements of Cambridge ESOL Preliminary English Test (PET). The experimental group students of each level (A2 and B2) were guided to make more text-based revisions during stimulated recall session while the control group students were given the classic written feedback by the instructor. Inputlog, a keystroke logging tool was used to collect data and replay function of this software was used so as to make the students remember their cognitive processes clearer. At the end of this study, it was found that both levels of students use their lower level thinking skills more than higher level thinking skills. There is no exact difference between genders considering the use of cognitive skills. However, it was analysed that lack of language competence inhibits higher level thinking skills. Another finding of the study which was based on revision analysis of the students is that higher-order cognitive skills can be fostered through stimulated recall sessions by leading the students make more text-based revisions rather than surface-based ones. These results were parallel with the literature. The findings of this study give insights to researchers, educators and teachers of the English Language in terms of pause and revision analyses of students in EFL classroom. Researchers and educators might benefit from the results of this study while designing writing courses and teachers might have an idea of the factors affecting thinking skills of learners.