The Effect of Creative Writing Activities on Elementary School Students’ Creative Writing Achievement, Writing Attitude and Motivation

Abstract

Writing skills have a tendency to lose their importance day by day. In addition, writing studies with a productbased approach discourage students from writing. In teaching mother tongue, creative writing activities, considered as process-based writing approach, are among the ones that will make students feel like writing and regard writing as a need. Writing, reviewing, and sharing the stages of the process-based writing approach are included in the Turkish Course Curriculum (MEB, 2018) starting from the 1st grade. This study aims to examine the effects of creative writing activities on native Turkish-speaking students' creative writing achievement, writing attitudes and motivation in learning their mother tongue. The study employed one-group pretest-posttest experimental design. The sample of the study was formed by a total of 630 students from first, second, third and fourth grades. The data collection tools are “Written Production Instruction” (Türkel, 2011), “Writing Attitude Scale” (Yıldız & Kaman, 2016), “The Scale of Writing Attitude” (Susar Kırmızı, 2009) and “Writing Motivation Scale” (Canıtezer, 2014). Arithmetic mean, standard deviation and t-test results and “Evaluation Criteria Form for Creative Writing” (Susar Kırmızı, 2008) were used in order for the analysis of the data. The results revealed that creative writing activities have a positive effect on students' creative writing achievement, writing attitude and motivation.