Abstract:

The objective of this study is to determine the effect of micro instruction method on Turkish written expression skills and Turkish writing anxiety of the students. For this purpose, an experimental model with control group based on pretest posttest measurements, one of the quantitative research models. Study groups included 27 8th grade students that attended a public school in Van province during 2015 – 2016 academic year. The experiments were conducted for 12 weeks with the test (n = 12) and control (n = 15) groups, determined by arbitrary assignment. Results of the study could be summarized as follows: While there were no differences between the test and control groups based on pretest Turkish written expression skills and Turkish writing anxiety scores (p > 0.05), there was a significant difference between the posttest scores favoring the test group where micro instruction was implemented. Accordingly; It was determined that there was a statistically significant (p: .000 ? 0.05; t: 8.060) between the test and control group Turkish written expression skill posttest findings favoring the test group. It was determined that there was a statistically significant (p: .000 ? 0.05; t: 3.712) between the test and control group Turkish writing anxiety posttest findings favoring the test group. Based on the results, it was determined that, in both the development of students’ Turkish written expression skills and minimizing their Turkish writing anxiety, micro instruction method provided more successful results when compared to the activities of Turkish Curriculum towards the related learning area. When appropriate learning environment is created, implementation of micro instruction in learning area of written expression would promote intended outcomes.

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