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The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation

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Τίτλος: The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation
Γλώσσα: English
Συγγραφείς: Sever, Esra (ORCID 0000-0002-1378-6335), Akyol, Hayati (ORCID 0000-0002-4450-2374)
Πηγή: International Electronic Journal of Elementary Education. Jun 2022 14(5):587-603.
Διαθεσιμότητα: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 17
Ημερομηνία έκδοσης: 2022
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: Cooperative Learning, Writing (Composition), Self Control, Student Motivation, Writing Skills, Writing Achievement, Foreign Countries, Elementary School Students, Grade 4
Γεωγραφικοί όροι: Turkey
ISSN: 1307-9298
Περίληψη: The study examines the effects of collaborative learning techniques on written expression, self-regulation and writing motivation. It was designed according to the pre-test-posttest control group experimental model. The research was conducted during the 2017-2018 academic year with a total of 88 students in in one control and two experimental groups. The first experimental group performed writing exercises according to Co-Op Co-Op and the second experimental group utilized the STAD technique. The control group, on the other hand, carried out writing studies according to the Turkish Lesson Teaching Program (MEB, 2018). Data were collected via a Personal Information Form, 6+1 Analytical Writing and Evaluation Scale, Writing Oriented Self-Regulation Scale and Writing Motivation Scale and were analyzed with the SPSS program. When the findings are examined, a significant difference was seen between the experimental groups and the control group's post-test score average for self-regulation in writing. No significant difference was found between the written expression skills and writing motivation post-test mean scores.
Abstractor: As Provided
Entry Date: 20230101
Αριθμός Καταχώρησης: EJ1364169
Βάση Δεδομένων: ERIC
FullText Text:
  Availability: 0
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  Data: The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sever%2C+Esra%22">Sever, Esra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1378-6335">0000-0002-1378-6335</externalLink>)<br /><searchLink fieldCode="AR" term="%22Akyol%2C+Hayati%22">Akyol, Hayati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4450-2374">0000-0002-4450-2374</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. Jun 2022 14(5):587-603.
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: Y
– Name: Pages
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  Data: 17
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  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1307-9298
– Name: Abstract
  Label: Abstract
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  Data: The study examines the effects of collaborative learning techniques on written expression, self-regulation and writing motivation. It was designed according to the pre-test-posttest control group experimental model. The research was conducted during the 2017-2018 academic year with a total of 88 students in in one control and two experimental groups. The first experimental group performed writing exercises according to Co-Op Co-Op and the second experimental group utilized the STAD technique. The control group, on the other hand, carried out writing studies according to the Turkish Lesson Teaching Program (MEB, 2018). Data were collected via a Personal Information Form, 6+1 Analytical Writing and Evaluation Scale, Writing Oriented Self-Regulation Scale and Writing Motivation Scale and were analyzed with the SPSS program. When the findings are examined, a significant difference was seen between the experimental groups and the control group's post-test score average for self-regulation in writing. No significant difference was found between the written expression skills and writing motivation post-test mean scores.
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  Data: 20230101
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 587
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Turkey
        Type: general
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      – TitleFull: The Impact of Collaborative Learning Techniques on Written Expression, Self- Regulation and Writing Motivation
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              Type: published
              Y: 2022
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