The aim of this research is to teach the participants how to use the strategies to write a story and how
to evaluate their story according to these strategies. For these purposes, the strategy training was
given and a rubric was developed to evaluate the effectiveness of this strategy training and the stories.
The study was conducted according to the mixed research method in which a qualitative and
quantitative data collection process was used together. In order to determine the effectiveness and
functionality of strategies, a seven-week training course was organized with 30 Turkish prospective
teachers. The stories written at the end of the strategy training were examined in detail with the
rubric. As a result of the examination, it was seen that story writing training given according to
cognitive and metacognitive/affective strategies supports the participants’ story writing skills. At the
same time, it was determined that the rubric which was developed is a functional measurement tool to
evaluate the stories in a suitable and effective manner. Based on this result, it has been suggested that
further education related to cognitive and metacognitive/affective strategies should be given in order
to support the prospective teachers’ qualifications regarding writing education in vocational
education processes.
Primary Language | English |
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Subjects | English As A Second Language |
Journal Section | Research Article |
Authors | |
Publication Date | September 30, 2019 |
Published in Issue | Year 2019 Volume: 7 Issue: 3 |