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Grasping varying purposes of English in scientific publications has become a critical point for many scholars (Cargill & Burgess, 2017). The present study examines the attitudes of Indonesian university teachers towards writing scholarly works in English for publication. It also explored whether teachers' perceptions varied based on gender and specific areas of expertise (English and non-English). Applying the convenience sampling technique, this research included 50 lecturers from public and private institutions in North Sumatra, Indonesia, separated into EFL and non-EFL instructors. Additionally, the participants were split into male and female subgroups. A survey method was utilized to collect the data, and SPSS version 23.0 was adopted to analyze the data. The findings demonstrated that the instructors had a favorable outlook on publishing scholarly works in English. Although there were no statistically substantial distinctions in responses between female and male lecturers or English and non-English lecturers, gender and their area of expertise in education influenced their views on the necessity of authoring academic papers in English for publication. Given that attitude strongly influences whether or not a person will change their behaviour, the degree to which a person has a positive attitude about writing may have a bearing on how effectively they write. Therefore, academics' constructive stances in composing journal articles must be bolstered. Such ideals can be accomplished through hands-on activities such as actual writing practices and participation in academic writing seminars and workshops.

Many studies in the current literature have explored various aspects of writing skill, including factors influencing the writing process, writing skill development, motivation to write, and effective writing methods. This study aims to explore the factors that contribute to writing skill proficiency. Based on the literature review, the factors investigated in this study encompassed writing attitude, writing self-efficacy, and metacognitive awareness of writing strategies. This study adopted a correlational approach to determine the role played by attitude, self-efficacy, and metacognitive strategy awareness in writing skills. The study group of the research comprises 265 7th grade students from Atatürk Secondary School, Mehmet Emin Yurdakul Secondary School, and Nasreddin Hoca Secondary School in the Yenimahalle district of Ankara province. Data collection involved the use of the Attitude Towards Writing Scale, Writing Self-Efficacy Scale, Metacognitive Writing Strategies Awareness Scale, and narrative texts composed by students. Student texts were evaluated using a Writing Skill Rubric. Data analysis was performed using Microsoft Excel, and the statistical software SPSS 26.0. The Pearson Product-Moment Correlation Coefficient (PPMCC) was employed to assess the relationships between study variables, while simple, and multiple linear regression analysis were used to determine the predictive impact of independent variables on the dependent variable. The findings of this study indicate a positive correlation between attitude, self-efficacy, metacognitive writing strategy awareness, and students’ writing skills. Additionally self-efficacy, and attitude were found to be predictors of students’ writing skills, whereas metacognitive writing strategy awareness did not demonstrate a significant predictive effect. Based on the study outcomes, several recommendations have been proposed for researchers. Güncel literatürdeki birçok çalışma; yazma sürecini etkileyen faktörler, yazma becerisinin gelişimi, yazma motivasyonu ve etkili yazma yöntemleri de dâhil olmak üzere yazma becerisinin çeşitli yönlerini araştırmaktadır. Bu çalışmada yazma becerisini açıklayan faktörlerin incelenmesi amaçlanmıştır. Literatür taramasına dayanarak çalışmada araştırılan faktörler; yazma tutumu, yazma öz-yeterliği ve üstbilişsel yazma stratejileri farkındalığıdır. Çalışmada, yazma becerisinde tutum, öz-yeterlik ve üstbilişsel strateji farkındalığının oynadığı rolü belirlemek amacıyla ilişkisel bir yaklaşım benimsenmiştir. Araştırmanın çalışma grubu; Ankara ili Yenimahalle ilçesinde bulunun Atatürk Ortaokulu, Mehmet Emin Yurdakul Ortaokulu ve Nasreddin Hoca Ortaokullarında 7. sınıfta öğrenim gören 265 öğrenciden oluşmaktadır. Veri toplama aracı olarak Yazmaya Yönelik Tutum Ölçeği, Yazma Öz-Yeterlikleri Ölçeği, Üstbilişsel Yazma Stratejileri Farkındalık Ölçeği ve öğrencilerin yazdıkları hikâye edici metinler kullanılmıştır. Öğrenci metinleri, Yazma Becerisi Dereceli Puanlama Anahtarı kullanılarak değerlendirilmiştir. Verilerin analizinde Microsoft Excel ve SPSS 26.0 istatistik programı kullanılmıştır. Çalışma değişkenleri arasındaki ilişkiler Pearson Momentler Çarpımı Korelasyon Katsayısı (PPMCC) ile analiz edilmiş, bağımsız değişkenlerin bağımlı değişken üzerindeki yordayıcı etkisini belirlemek için basit doğrusal regresyon analizi ve çoklu doğrusal regresyon analizi kullanılmıştır. Çalışma sonuçları; tutum, öz-yeterlik ve üstbilişsel yazma stratejileri farkındalığı ile öğrencilerin yazma becerisi arasında olumlu bir ilişkinin olduğunu göstermiştir. Ayrıca öz-yeterlik ve tutumun öğrencilerin yazma becerisinin yordayıcıları olduğu; üstbilişsel yazma stratejileri farkındalığının ise anlamlı bir yordayıcı etkiye sahip olmadığı bulunmuştur. Çalışmanın sonuçlarına dayalı olarak araştırmacılara yönelik bazı önerilerde bulunulmuştur.

Despite a large body of literature on peer feedback and writing motivation, relatively few rigorously designed, experimental studies have been conducted to explore whether or not peer feedback affects students’ writing motivation and which dimensions of writing motivation may consequently change. Using an experimental design, this study explored the impact of peer feedback on students’ writing motivation among 76 university students for whom English was their second language (L2). In this study, the 76 university students were randomly divided into two groups. For one semester, the experimental group of 38 students participated in peer feedback sessions, whereas the control group of 38 students received traditional teacher assessments. At the beginning and end of the semester, both groups were given a questionnaire on L2 writing motivation as a pretest and a posttest; after the semester, individual interviews with the writing teacher and five university students from the experimental group were conducted. The results of a series of ANCOVAs demonstrated that peer feedback had significant effects on students’ attitudes toward L2 writing courses and significantly improved their self-confidence in L2 writing, whereas peer feedback had little effect on students’ anxiety about L2 writing. The results of the interviews corroborated the quantitative results. Such evidence can inform writing pedagogy, especially in light of a recent call for the integration of formative assessment into L2 writing instruction.

This study investigates how reflection-supported learning of writing affects students' writing attitudes and writing achievement goal orientations. First-year natural sciences students from Jimma University were study participants. In the study, a quasi-experimental design was used. Consequently, from 25 sections in the first year of natural sciences, two sections were selected using lottery method. A coin was flipped to assign them to the control and the experimental groups. In the study, a control group of 49 and an experimental group of 50 participants participated. A questionnaire was administered to both groups before and after treatment to measure writing attitudes and writing achievement goal orientations. A one-way between groups Multivariate Analysis of Variance was calculated using Statistical Package for Social Sciences (SPSS), version 24. The SPSS software was also used to calculate Paired samples t-test in determining the differences in mean scores within each group pre and posttreatment. There was a statistically significant difference between the experimental and control groups in the combined dependent variables, writing attitudes and writing achievement goal orientations. Thus, reflection-supported learning of writing has a positive effect on students’ writing attitudes and writing achievement goal orientations. Hence, EFL instructors are called on to support their writing teaching with students’ guided reflection on the pieces of writing that they produce.

In this study, the effect of writing attitude and writing self-efficacy beliefs on the summarization achievement of the 4th grade primary school students was examined using the structural equation modeling. The study employed the relational survey model. The study group constructed by means of simple random sampling method is comprised of 335 fourth grade primary school students. In the collection of the research data, \"Writing Self-efficacy Scale (Güneş, Kuşdemir and Bulut, 2017)\", \"Writing Attitude Scale (Can, 2016)\" and \"Summary Evaluation Form for Narrative Texts\" (Bulut, 2013) were used. For the current study, the constructed hypothesis is \"writing attitude and writing self-efficacy positively and significantly affect writing achievement\" and thus a model was formed. In the analysis of the data, S PSS 22 and AMOS 22.0 program packages were used. As a result of the study, it was found that writing attitude and writing self-efficacy beliefs are highly correlated to each other and writing attitude and writing self-efficacy beliefs directly and significantly affect summary writing.

Bu araştırmanın temel amacı, öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamalarının ortaokul 6. sınıf öğrencilerinin yazma tutumları ve yaratıcı yazma becerileri üzerine etkisini incelemektir. Araştırma, karma yöntem araştırma desenlerinden yakınsayan paralel desen yaklaşımıyla gerçekleştirilmiştir. Araştırmanın nicel boyutunda yarı-deneysel modellerden biri olan ön test-son test eşleştirilmiş kontrol gruplu modelden, nitel boyutunda ise nitel araştırma yöntemlerinden biri olan durum çalışmasından yararlanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılının güz döneminde Aksaray ilinde iki farklı devlet okulunda 6. sınıfa devam eden öğrenciler oluşturmuştur. Araştırma deney grubunda 27, kontrol grubunda 27 öğrenci olmak üzere toplam 54 öğrenciyle yürütülmüştür. Eğitim süreci boyunca deney grubunda yer alan öğrencilerle öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamaları yapılırken kontrol grubundaki öğrencilerle mevcut ders kitabındaki yazma etkinlikleri ile öğretim sürdürülmüştür. Uygulama 8 hafta sürmüştür. Deney ve kontrol grubunda yer alan öğrencilerin yaratıcı yazma başarılarını ölçen ön test ve son testler “Yaratıcı Yazma Değerlendirme Ölçeği”, yazmaya yönelik tutumları ise “Yazma Tutum Ölçeği” ile değerlendirilmiştir. Araştırmada nicel olarak elde edilen veriler betimsel istatistiklerin yanı sıra (Bağımsız) Örneklemler t-testi, Mann Whitney U, Wilcoxon Sıralı İlişkiler Testi, Kovaryans Analizi (ANCOVA); yarı yapılandırılmış görüşme formları ile elde edilen nitel veriler ise içerik analizi tekniği ile incelenmiştir. Araştırma sonucunda öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamalarının öğrencilerin yaratıcı yazma becerilerini geliştirdiği sonucuna ulaşılmıştır. The main purpose of this study is to examine the effect of creative writing practices integrated with the story-based learning approach on the writing attitudes and creative writing skills of 6th grade middle school students. The study was conducted with a convergent parallel design approach, one of the mixed method research designs. The study utilized the pre-test-post-test paired control group model, one of the quasi-Experiment models, in the quantitative dimension of the study, and the case study, one of the qualitative research methods, in the qualitative dimension. The study group consisted of 6th grade students attending two different public schools in Aksaray province in the fall semester of the 2021-2022 academic year. The study was conducted with 54 students, 27 in the Experiment group and 27 in the control group. During the education process, creative writing practices integrated with the story-based learning approach were carried out with the students in the Experiment group, while the students in the control group were taught with writing activities in the existing textbook. The application lasted 8 weeks. The creative writing achievement based on the pre-test and post-test results of the students both in the Experiment and the control groups were evaluated with the \"Creative Writing Assessment Scale\" while their attitudes towards writing were evaluated with the \"Writing Attitude Scale\". In addition to descriptive statistics, the quantitative data obtained in the study were analyzed using (Independent) Samples t-test, Mann Whitney U, Wilcoxon's Test of Ranked Associations, Analysis of Covariance (ANCOVA); the qualitative data obtained through semi-structured interview forms were analyzed using content analysis technique. As a result of the research, it was concluded that creative writing practices integrated with the story-based learning approach improved students' creative writing skills.

Many young students experience difficulties mastering writing, and are designated as students struggling with writing. Teacher feedback on writing is an educational tool suited to address this challenge, playing a pivotal role in promoting student proficiency in writing. The current study tests a writing intervention plus teacher feedback, over the course of 12 weeks. A quasi-experimental design with repeated measures was designed to test it. Aims were twofold: (a) identify emerging approach profiles of students struggling with writing to teacher feedback (i.e., perception and reported use of the feedback provided by a teacher), and (b) examine the extent to which different emerging feedback approach profiles are related to the writing quality of students’ compositions and motivational variables (i.e., self-regulation in writing and attitude towards writing). Forty-five students in Grade 3, identified as students struggling with writing, participated in this study. Using a cluster analysis, three profiles were identified as follows: low, medium and high feedback approach profile. Findings showed that the majority of students were able to use the feedback provided by their teacher, perceiving it as useful in improving their writing compositions. Independent of the feedback approach profile, all students evidenced enhanced writing quality during the intervention. Regarding self-regulation in writing and attitude towards writing, no statistically significant differences were found over the intervention. Implications of teacher feedback on writing of students struggling with writing are discussed.

Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.

Writing skills are important skills that must be learned to express one's thoughts and ideas. Therefore, several strategies were used in writing classes to enhance learners' writing skills, one of which is collaborative writing. A number of studies reported many advantages for this strategy in terms of the quality of the produced texts and the improvements in students' writing skills. The present study aimed at investigating the attitude of Saudi female EFL learners toward collaborative writing and the challenges/problems that may arise during the activity. It adopted a quantitative approach in which 50 Saudi female EFL learners answered a questionnaire about their experience in writing collaboratively and the problems they encountered during the activity. The findings have shown that the learners have a positive attitude toward collaborative writing. However, there were some problems in terms of students’ behavior, assessment and time management. These findings encourage writing teachers to use this strategy in their classes. In addition, the findings encourage teachers and researchers to address the problems reported in the study.

Recently-adopted standards call for more emphasis on writing in early elementary grades. Rubrics may assist students in attending to important characteristics of effective writing, but research data on their use in early childhood is lacking. This study explores the effects of rubric use on writing instruction of opinion paragraphs for 20 first grade students (9 female, 11 male; 11 Black, 4 White, 4 Hispanic, 1 Asian; 8 English Language Learners) and 12 second grade students (7 male, 5 female; 6 Black, 2 Hispanic, 2 Middle Eastern, 1 Asian, 1 White; 0 English Language Learners) from a low socio-economic Midwestern United States elementary school that was designated a School in Need of Assistance. The stratified-grouped, counterbalanced pretest-midpoint test-posttest study determined if providing a rubric and instructing students on how to use it, in addition to teaching writing mini-lessons regarding specific areas of the rubric, would improve student writing scores compared to the mini lessons alone. Also, data were collected on student attitudes throughout the study. The results indicated that providing instruction on the skills outlined by the rubric, paired with student access to the rubric, improved student writing scores with a large effect size (Cohen’s d  = 0.92). Although student attitude ratings did not show a significant difference between conditions, student-supplied reasons for those ratings indicated that initial use of a rubric promoted later positive attitudes toward writing and higher self-efficacy while using the rubric. The authors recommend rubric use in writing to assist students in remembering and self-monitoring important components of writing.