Abstract:

Writing skills for individuals learning a foreign language is one of the most basic skills for learning and making the target language functional. With the writing skills, students try to create a whole by combining both the language knowledge rules and word knowledge of the target language while, on the other hand, they build meaningful relationships between them. In this context, the study’s objective is to eliminate the problems that students studying in secondary school 9th grade encounter in the process of acquiring English writing skills, teaching them how to use language learning strategies. The research was carried out with action research included among the quality research methods. The study group consists of 38 students who continue their studies at a high school in the center of Afyonkarahisar province in the 2018-2019 educational year. The data was collected with the semi-configured interview form, observation form, research-applicator and student logs developed by the researchers. Imaginary analysis of data is used. The data obtained shows that students who begin to use language learning strategies have started much more motivation for writing activities in a higher form and that this motivation has a positive impact on the writing process. In addition, it has been observed that students who make writing performance using writing strategies do their activities much more correctly because they know much better what to do during writing.

Abstract:

For individuals learning foreign languages, writing skill is one of the basic skills for learning and functionalizing the target language. With the ability to write, students use both the grammar rules and vocabulary of the target language together, and try to form a whole by establishing meaningful relationships between them. In this context, the aim of this study is to eliminate the problems that the 9th grade students faced in the process of gaining English writing skills by teaching them how to use language learning strategies. The research was carried out with the action research. The study group of the research consists of 38 high school students in Afyonkarahisar studying in the 2018-2019 academic year. The research data were collected by a semi-structured interview form, an observation form, researcher-practitioner and student diaries. The data were collected during the treatment process. Descriptive analysis was used in the analysis of data. The data obtained from the diaries, the interview and observation forms show that students using language learning strategies started writing activities in a much more motivated way and this motivation positively affected the writing process. In addition, it was observed that the students who completed the writing tasks using writing strategies did the activities much more accurately because they knew what to do during the writing activity much better.

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