Abstract:

The aim of this study is to reveal the impact of the 4+1 Planned Writing and Evaluation Model on the development of the writing skills of students who learn Turkish as a foreign language. The study is prepared in accordance with the karma design using quantitative and qualitative research methods together. The study’s quantitative size is not equal to the group’s semi-experimental model with the last test model used in the pre-test and the quality size of the document is examined. According to the research standard sample, Kilis 7 December University Turkish and Foreign Languages Teaching Applied and Research Center (Kilis TÖMER) B2 and C1 course with 20 experiments and 20 control groups of students learning Turkish. Writing courses are processed according to the 4+1 Planned Writing and Evaluation Model in the experiment group, and in the control group according to the Kilis TÖMER program. Quantitative data in 12 weeks of study; Personal Information Form, Planned Writing and Evaluation Scale, Planned Writing and Evaluation Scale; Quantitative data is collected by Student Interview Form. SPSS 17.0 has been used for the analysis of the quantity data and has been conducted by the analysis of frequency, ANOVA, independent sample T-Test and dependent sample T-Test. In the analysis of the data is used the visual analysis method. The study found that foreign students who learn Turkish have difficulty in writing skills but have developed their writing skills with the 4+1 Planned Writing and Evaluation Model applied.

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