The Role of Model Text Use in Writing Instruction

Abstract

Writing is undoubtedly one of the most difficult skills to acquire in second language learning settings. Frequently, it is seen as an individual-based skill and considered to be a redundant and time-consuming skill, especially among state schools in Turkey. Most of the writing sections in course books are either totally left out or not studied enough. The purpose of this study is to share the findings of a classroom research study which aims to help students of a state university to overcome their problems in writing via model text use under the umbrella of cooperative learning. The study uses the mixed method and the sampling method benefitted is convenience-sampling. Students’ actual written works and their reflections on the process were used as main sources of data to capture the perceptions and thoughts of 22 students on whether model text use in writing instruction aids them to produce better writing. In addition, by processing the collected data, it was also measured whether there was a relationship between writing performance and gender. Quantitative and qualitative analysis of the data revealed that subjects of the study do better when they deal with the task by analyzing a model text of the same genre prior to actual writing. As for the relationship between gender and writing performance, no correlation was found between the two. Since the integration of model text use and cooperative learning approach during writing instruction remain largely unexplored in the field, this study will hopefully assist the ones interested in the issue.