Research Information System
Universal Journal of Educational Research, vol.49, no.6, pp.2163-2173, 2016 (Peer-Reviewed Journal)
The aim of this study is to investigate the effects
of applying the writing letter activity of writing to learn
strategies on the English Language Academic Achievement
and Attitude level of 11th grade students. The research was
carried out with 84 students (43 male, 41 female) at one of the
state schools in Black Sea Region of Turkey. Mixed method
was used in the research. A non-equivalent control group model
which is one of the quasi-experimental methods was used in the
quantitative part of the research. Simple Past Tense
Achievement Test (SPTAT) developed by the researcher and
Attitude to English Lesson Questionnaire (AELQ) developed
by Erdem (2007) were used to obtain the quantitative data.
Structured interview questions were asked to the six students
chosen from the experimental groups using the maximum
variety technique. At the end of the research, it is detected that
using writing to learn strategies in English classes makes
statistically significant difference for the benefit of experiment
groups on the level of academic success and attitude to lesson.