The Attitudes of some Turkish students towort responses to their EFL writing

Abstract

ABSTRACT Titles The attitudes of some Turkish students toward responses to their EFL writing Author: Gülderen Sağlam Thesis Chairpersons Dr. Ruth Yontz, Bilkent university, MA TEFL Program Thesis Committee Members s Dr. Dan J. Tannacito, Dr. Linda Laube, Bilkent university, MA TEFL Program This study attempted to investigate what Turkish students ' attitudes are toward response to their EFL writing. Answers of three main questions were inquired and unstructured interviews were made with some of the students following after the circulation of questionnaire. A total of a hundred-fifty EFL learners participated in the study. Students responded the questionnaire prepared by National Writing Project, Freedman (1982), and a few more questions were added to the questionnaire by the researcher. The first major question was how often students write for school. Students write more for English 102 or 104 when compared to other classes they have. The second question was for understanding what concept of response students have. Students responded that they have mostly written comments on their completed works. The last question was to learn what responses are accomplished in and out of class. Teachers almost always respond to the completed drafts, but they less frequently respond to papers in process. Students are not very much in favor of peer correction technique. As teachers select the topics for students to write about, they also want their students to be self -selective.