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(2019) . The effect of 4+1 planned writing and evaluation model on developing writing skills and writing self-sufficiency levels of learners of Turkish as a foreign language. Educational Policy Analysis and Strategic Research, 14(3), 7-25. doi: 10.29329/epasr.2019.208.1  \n\n| Published Online | September 29, 2019 |\n| --- | --- |\n| Article Views | 19 single - 33 cumulative |\n| Article Download | 55 single - 66 cumulative |\n| DOI | [https://doi.org/10.29329/epasr.2019.208.1](https://doi.org/10.29329/epasr.2019.208.1) |\n\nPen Academic is an independent international publisher committed to publishing academic books, journals, encyclopedias, handbooks of research of the highest quality in the fields of Education, Social Sciences, Science and Agriculture. Pen Academic created an open access system to spread the scientific knowledge freely.  \nFor more information about PEN, please contact: [info@penpublishing.net](info@penpublishing.net)  \nThis document downloaded from [96.253.105.162](96.253.105.162) [2 times] Chesterfield / United States on Fri, 18 Oct 2019 21:41:10 +0300  \nPen Academic Publishing, Canakkale/Turkey  \nTelephone: +90 286 243 06 66 | Fax: +90 286 213 08 [00 | info@penpublishing.net | www.penpublishing.net](00 | info@penpublishing.net | www.penpublishing.net)  \nThe Effect of 4+1 Planned Writing and Evaluation Model on Developing Writing Skills and Writing Self-Sufficiency Levels of Learners of Turkish as a Foreign Language  \nHasan BAĞCI1  \nBurdur Mehmet Akif University  \nAbstract  \nLanguage is the most basic tool for communication. There are four basic areas of skills: listening, speaking, reading and writing. Each skill has a special importance in itself. Therefore, development of all skills will be beneficial for individuals. Writing skill is separated from other skills in that it has permanency. With writing, knowledge transfer could be realized through ages. People used the writingskill at points where oral expression was insufficient. Although writing skill is so important, it is the most challenging skill. This shows that writing skills should be developed with new methods in which students will be more active, rather than with traditional methods. The traditional method gives importance to the product that is produced at the end of the writing process instead of the writing process. However, this method prevents the development of writing skills in students. Nowadays, new methods have emerged out of the traditional method, and these methods gave importance to the process, not to the product. One of the methods that prioritize the process is the 4 + 1 Planned Writing Model. This model aims at the development of the student's writing skills and the active participation of the students in the process. When the fact that even the students whose native language is Turkish have difficulties in writing is considered, it is obvious that writing skill will become even more difficult for students who learn Turkish as a foreign language. These students' alphabets may be different and this may force them to improve their writing skills according to other skills. In these respects, it will be easier for those who learn Turkish as a foreign language to develop their writing skills with 4 + 1 Planned Writing Model. The aim of this study was to determine the effect of 4 + 1 Planned Writing Model on the development of writing skills and writing self-sufficiency levels of students. The participants of the study, in which the pre-test post-test empirical model was used, were 12 students who learnt Turkish as a foreig","cbCaieNiJmA3ugVD","https://ap.wps.com/l/cbCaieNiJmA3ugVD","pdf",662293,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study focuses on the effect of the 4+1 planned writing and evaluation model on developing writing skills and writing self-sufficiency levels of learners of Turkish as a foreign language.\"},{\"question\":\"How was the study designed and how long did it last?\",\"answer\":\"A pre-test/post-test empirical model was used with 12 Turkish-as-a-foreign-language learners, and the study lasted 10 weeks.\"},{\"question\":\"How were writing skills and writing self-efficacy measured?\",\"answer\":\"Writing skills were evaluated by assessing the texts students produced at the beginning and end of the study, while writing self-efficacy was measured using the Writing Self-Efficacy Scale.\"}]","Educational Policy Analysis and Strategic Research - Issue 3 - The effect of 4+1 planned writing and evaluation model on developing writing skills and writing self-sufficiency levels of learners of Turkish as a foreign language | PDF",1792095147]