Effect of Feedback on Turkish Fourth-Grade Elementary School Students’ Fluent Writing Skills
Authors
Bengisu Kaya
Zonguldak Bülent Ecevit University, Faculty of Education, Elementary School Classroom Teaching
Author
Seyit Ateş
Gazi University, Faculty of Education, Elementary School Classroom Teaching
Author
Kasım Yıldırım
Muğla Sıtkı Koçman University, Faculty of Education, Elementary School Classroom Teaching
Author
Timothy Rasinski
Kent State University, Literacy Education
Author
Keywords:
Feedback, Fluency, Fluent writing, Story writing, Elementary school, Fourth-grade students
Abstract
This study aimed to investigate the effect of feedback on Turkish fourth-grade students’ fluent writing skills. The subjects, which were 42 fourth-grade students (21 in the control group, 21 in the experimental group) from a public elementary school in Turkey’s Ankara province, were enrolled in the present study. The Fluent Writing Evaluation Rubric, story writing topics, and a feedback form were used as data collection tools. The study was carried out in three stages and lasted eight weeks. Analysis of covariance was conducted to analyze the data obtained from the students. Posttest scores of the experimental and control groups were compared. The results revealed that the experimental groups’ posttest scores were significantly higher. Suggestions are offered for implementation and further research based on the results.
