International Journal of Education & Literacy Studies

ISSN: 2202-9478
www.ijels.aiac.org.au

A Literature Review on Writing Proficiency Outcomes

Mine Özçelik* and Zekerya Batur

Faculty of Education, Usak University, Turkey
Corresponding author: Mine Özcelik, E-mail: [email protected]

ARTICLE INFO ABSTRACT

Article history The main target of language training is to help students acquire proficiency in reading, writing,
Received: April 16, 2023 listening, and speaking skills. Each language skill is complementary to the other in nature. As one
Accepted: July 12, 2023 of these skills, writing is based on narration. Through writing studies, the level of progression
Published: July 31, 2023 of the listening, speaking, and reading skills of the students can be objectively monitored.
Volume: 11 Issue: 3 Therefore, writing studies should be emphasized as much as other language skills. This study
aims to conduct a literature review about the outcomes of writing proficiency. In this qualitative
study, the relevant parts of the literature were reviewed, and B2 level writing skill outcomes
Conflicts of interest: None were compiled. The writing skill outcomes obtained as the result of the literature review were
Funding: None categorized and were classified as “the national level writing skill outcomes list for B2 level”,
Publication Note: This study was “the international level writing skill outcomes list for B2 level,” and “the writing outcomes,
­carried out as a doctoral thesis reduced to 11 items as the result of the literature review” after obtaining the relevant expert
prepared by Mine opinion. At the final stage of the study, the outcomes were submitted to the review of 3 experts
ÖZÇELİK and executed by in the field by using the “Writing Outcomes Compliance Assessment Form.” After the feedback
Prof. Dr. Zekerya BATUR. was received from the experts, a total of eight writing skill outcomes for B2 level, indicated in
List 4, were generated. The obtained outcomes were submitted to the literature to contribute to
the field.

Key words: B2 level, Writing Skill, Writing Outcomes

INTRODUCTION receive foreign language training to write inside or outside

The main goal of teaching a foreign or native language is the class. Achieving writing proficiency in a manner to en-
able individuals to write what they observe, hear, and experi-
equipping students with all skills that will carry them to suc-
ence in their world as well as their dreams according to their
cess in the fields of reading, writing, listening, and speak-
aims as one of the most important points that will ensure
ing. These four basic language skills cannot be disassociated
success in the academic process (Ungan, 2007). In this con-
from each other. Every one of those skills complements and
text, according to Kaplan (2018), writing proficiency, along
advances each other. On the other hand, the difficulty level
with the contributions it makes to the development of the
of some of these indicated skills may differ when compared
basic skills of a language, assists in the increase of academic
to each other. For example, writing is a skill that students ex-
success in targeted language education.
perience difficulties and encounter problems in. According Aktaş and Gündüz (2001) define writing proficiency
to Yalçın (1998, p. 149), writing is a difficult skill that re- as follows:
quires knowledge and experience. He underlines that writing The method of using the language most efficiently is
is not only a skill that requires generating ideas, establishing written expressions, which can be described as a tool
lexical coherence, planning, synthesizing, and analysis, etc. that carries all sorts of events, emotions, and thoughts
but also needs students to integrate sentences and types of into the future by using the language in the best possible
texts to build rational knowledge (Yalçın 1997, p. 318). manner and therefore ensures subsistence. (p. 57)
While listening and speaking skills may be improved well They further defined it as the method to use the language
outside the classroom environment, formal environment, in the best and most efficient manner possible. In line with
reading, particularly writing skill requires a formal teaching these statements, bringing the students of foreign language
environment to be properly implemented. Utilizing various education to a more equipped and proficient level in terms
methods and practices for the students to improve their writ- of written expressions, in other words writing proficiency,
ing skills during the learning process would be highly bene- carries further importance.
ficial for the advancement of this skill. According to Harmer Atasoy (2015), who defines the act of writing not only as
(2007, p.112), there are a lot of reasons for students who the transference of emotions and thoughts to the paper but

Published by Australian International Academic Centre PTY.LTD.

Copyright (c) the author(s). This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/)
http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.157
158 IJELS 11(3):157-169

also as a mental process, used the following description for good reading skills can easily transfer his/her knowledge
writing proficiency. and thoughts gained through reading to writing and share
Writing is a skill that enables the cognitive development his/her ideas. At the same time, the vocabulary of a person
of an individual and that demonstrates the mental devel- with improved reading skills also develops. People with de-
opment level of a person. In this context, we can safely veloped vocabulary can write their thoughts and feelings in
say that writing is both a skill of expressing and under- a clear, fluent, and comfortable way. In addition, the words
standing. The product that is generated at the end of the acquired through reading skills enable the development of
process constitutes the expression part of this act while a person’s cultural richness and world of thought. A student
the writing process makes up the understanding part of who has sufficient equipment on this subject can easily ex-
the equation. Atasoy (2015, p. 22) press himself orally and in writing. This applies not only to
Therefore, in this regard, writing proficiency, in addition native language learners but also to foreign language learn-
to being a cognitive process that should be carefully studied, ers. Considering that each language skill lays the ground-
is also a field in which expressing and understanding skills work for another skill, the studies and activities prepared for
of individuals are also included. In addition to the above-in- the problems experienced by the students should be present-
dicated remarks, Byrne (1998, p. 8), who discoursed the con- ed to the student with the same attention and care during the
tributions of writing skills on individuals, lists the benefits of teaching phase of the last writing skill gained as a result of
writing skills as follows. the combination of all skills.
• Writing proficiency enables the detection of the rate of On the other hand, Uygun and Çetin (2020, p. 3) indicate
learning of the target language. that “students need writing skills education, through which
• Writing proficiency shows the difference between for- they can convey their personal experience and observations,
mal language and colloquial language and points out the imaginations, senses, and creativity and with which they can
differences in a clear way. use the language effectively and masterfully”. At this point,
• Writing proficiency helps the student be productive the achievements that are related to the skills should be taken
during the learning stage. as seriously as the skills themselves because for language
• Writing proficiency helps the student learn more easily. education to achieve its intended goals, the contributions of
• Writing proficiency contributes to the in-classroom ac- the achievements that are within the educational fields may
tivities and provides diversity to these activities. not be overlooked. The achievements, which are defined as
Similarly, Hughes (1983) groups the benefits of gaining the “statements that demonstrate the skills, knowledge, and
writing proficiency in learning a second language into four habits that the students will obtain” (MoNE, 2005, p. 8), have
titles. direct implications on the purpose of language education,
• Writing proficiency is an important element and an inte- which is in turn defined by the Turkish Language Course
gral instrument of communication. Program (MoNE, 2006, p. 2) as “the ability of the students
• Writing proficiency is the most suitable language skill to express themselves by using the shapes, concepts, and
for critical thinking and problem-solving. language that they obtain from the different contexts of the
• Writing proficiency enables one to reaffirm and improve language and to enrich their worlds of ideas and imagina-
themselves. tions through different sources of information.” Following
• Writing helps individuals to control their environment. a process that requires rigor and attention to detail for the
On the other hand, in addition to all benefits of writing preparation of the achievements regarding the writing profi-
proficiency as well as its positive contributions to the learn- ciency in this line shall contribute to the development of the
ing process, Çakır (2010, p. 17) the reasons why it is also writing proficiency, which is considered as a hard skill that
defined as a challenging skill are summarized as follows. is developed last, and to overcoming the obstacles, experi-
• Writers should have sufficient knowledge regarding the enced by the students and teachers. With this point of view,
topic that they write. Uygun and Çetin (2020, p. 3), for the writing achievements
• Knowing the target language is paramount for an effec- that are included both in domestic and international pro-
tive written expression. grams phrased the following statement, “It should be real-
• Expressing thoughts in a written manner is no easy task. izable not only through in-class exercises but should also be
• Forming meaningful sentences is required. feasible with implementations outside the class.” It should
• A good level of grammar is required. be easy to understand, should be in line with the purpose
• Using the punctuations as they should be is also of the program, and should be functional. Furthermore, it
necessary. should have the qualities to help students to broaden their
Language skills must support each other. Because read- horizons, ensure freethinking and support them in preparing
ing, listening, speaking, and writing skills are sources that unique outcomes.
feed each other. For example, as Arıcı (2018, p. 14) states, a Most of the studies conducted on the outcomes of writ-
student who does not read or does not develop reading skills ing proficiency, analyzed from this knowledge forward, are
may have difficulty expressing himself by writing because aimed at reviewing the writing proficiency outcomes that
he will not have sufficient knowledge. However, the basis are within the Turkish Language Education Programs and
of writing skills is based on knowledge. The acquisition of at analyzing the level of realization of the outcomes. As a
knowledge is based on reading skills. A student who has result of the literature review, no study was found on the
A Literature Review on Writing Proficiency Outcomes 159

determination of B2-level writing skill acquisitions. Creating proficiency outcomes that were reduced to 13 main topics
outcomes, related to writing proficiency that is in line with were sent to three field experts by using the Compliance
the levels of the students and using the outcomes that are Review Form for B2 Level Writing Proficiency Outcomes,
appropriate for that level in subject materials and writing and 8 outcomes that are in line with B2 level writing pro-
proficiency activities in an effective way is very important. ficiency were determined by the experts. In parallel with
The significance of this study is determining the B2-level the recommendations received from the field experts, the
writing proficiency outcomes in domestic and internation- outcomes gained their final form and were included in the
al educational programs and with reference to the literature, study. The B2 Level Writing Proficiency Outcomes deemed
contributing to the field by writing outcomes. In this context, appropriate as the result of the feedback of the experts are
the purpose of the research was to conduct a literature review listed below.
on B2-level writing skills. K.1 – The student develops the writing according to a plan,
K.2 – The student uses the words in writing in compliance
with the context,
METHODOLOGY K.3 – The student uses writing methods and technics in
Research Design writing,
K.4 – The student uses newly learned vocabulary in writing,
This study was conducted by utilizing a scanning design, K.5 – The student uses texts in writing that contains cultural
which is a qualitative research method. Qualitative research elements,
is defined by Yıldırım and Şimşek (2013, p. 39) as “A study, K.6 – The student writes the words in writing correctly,
in which qualitative data collection methods such as docu- K.7 – The student summarizes the information obtained
ment analysis are utilized, in which a qualitative process is from authentic sources or mass media,
followed towards exhibiting the senses and events in their K.8 – The student writes with regard to and cares about
natural environment in a holistic manner.” According to the grammar and punctuation rules.
definition of Van Maanen (1979, p. 520), the qualitative re-
search “is an umbrella term and that is the sum of processes
that encompass the methods, which try to define, interpret Data Analysis
and reach to the terms regarding the meaning”. The data, obtained within the scope of this study, were an-
Regarding the scanning design that was used in the study, alyzed using the descriptive analysis method. This method
Atalmış (2019, p. 97) comments that “the scanning design is described by Dey (1993) as “The basis of the descriptive
that we also see in our daily lives are used for measuring analysis is related with describing and classifying of a mat-
the qualities of the group under study or for determining a ter and seeing how the matters are related with each other”.
current situation.” General scanning works are also defined According to Kurt (2016),
as non-empiric research methods that are associated with in- Description includes the detailed portrayal of the charac-
terviews or survey protocols. Survey research, which aims to teristics of an individual, an event or an object. In other
collect data to reveal the characteristics of a group, is widely words, the description is a complete and detailed telling
used both at the international and national levels when the of the context of an occurrence, the process that it is em-
field of education is examined (Büyüköztürk et al., 2020, bedded in, and the purpose of the individual. (p. 444)
p. 16). According to Büyüköztürk et al. (2020, p. 258), in qual-
itative studies, large amounts of data, collected through in-
terviews, observations, and documents reviews, are analyzed
Data Collection
and encoded first and then findings are revealed after syn-
The data, used in the study, were obtained through the scan- thesizing the codes. For the analysis of the qualitative data,
ning design which is a data collection method used in qual- generally content analysis is employed, and arrangement,
itative studies. During the data collection stage of the study, summarizing, and interpreting the revealed data are among
initially, the national literature review was conducted for B2 the main processes of the analysis.
level writing proficiency outcomes. During the review of the Yıldırım and Şimşek (2013) underline that the findings
outcomes searched for keywords like writing, writing skill, obtained within the scope of a study are clearly and system-
outcomes, and writing outcomes were used in the search en- atically described in the first phase. In the next stage, such
gines such as https://tez.yok.gov.tr and others, and the out- descriptions are interpreted and explained and some results
comes were revealed. In the next phase, pools of outcomes are reached. This process is comprised of 4 basic steps.
were compiled and the suitable ones were selected, thus, the • Compiling a framework for the descriptive analysis,
outcomes gained their final shape. • Processing the data in compliance with the thematic
As a result of the review, a total of 184 outcomes regard- framework,
ing writing were revealed. At the next stage, the B2 Level • Identifying the data,
Writing Proficiency Outcome Pool was created. The Writing • Interpreting the findings (Altunışık et al., 2010, p. 322).
Proficiency Outcome Pool that was compiled by using the After reviewing the key concepts in the study, a B2
outcomes, listed by the researcher was reviewed initially by Level Writing Proficiency Outcome Pool was created. In
the researcher herself and her advisor, then six more aca- the next step, this writing proficiency outcome pool was re-
demics in total. As the result of this review stage, the writing viewed initially by the researcher and her advisor then by six
160 IJELS 11(3):157-169

field experts. The outcomes, reached were classified as the Table 1. Content validity index values of the outcomes
“National Level Writing Proficiency regarding the B2 Level Outcomes CVI
”, “International Level Writing Proficiency regarding the B2 K1 0.33
Level ” and “B2 Level Writing Proficiency compiled as the
K2 1.00
result of literature review”. Afterward, the data obtained in
this way were analyzed using the descriptive analysis meth- K3 1.00
od. On the other hand, the list of B2 Level Writing Outcomes K4 1.00
was presented to the review of three field experts through the K5 1.00
Compliance Review Form for B2 Level Writing Proficiency K6 1.00
Outcomes, and 8 outcomes that are appropriate for the B2
K7 1.00
Level Writing Proficiency were identified by the experts
(Please see List 4). In the last phase of the study, the out- K8 1.00
comes took their final form according to the feedback of the
experts, and the outcomes were incorporated into the study. with the exception of one were close to +1. The CVI of the
In order to ensure the reliability of the study, the Content entirety of 8 outcomes was calculated as 0.92.
Validity Index for each topic was calculated via the Lawse
Method in light of the data, obtained through the experts’ FINDINGS AND COMMENTS
opinions (DeWellis, 2017). As a result of the aforementioned
calculations, a consensus was reached towards the fact that In this part of the study, the findings and comments of the
writing outcomes, reviewed by the experts are in line with research are given.
the stated purposes. 1. B2 Level Writing Proficiency Outcomes on National
Scale:
As the result of the literature review conducted on a na-
Validity and Reliability of the Data tional scale regarding the B2 Level writing proficiency out-
While the identification of the outcomes was underway in comes, a total of 132 outcomes were reached when creating
the study, the Content Validity Index of the outcomes was writing proficiency outcomes and outcome sources. List - 1
calculated as well. The formula used by Erkuş (2012) was contains the B2 Level writing proficiency outcomes list and
employed for the calculation. The indicated steps were fol- column 1 addresses the outcomes and column 2 lists the out-
lowed while the process was being executed; in order to find come sources.
evidence for the Content Validity Index of the outcomes, List 1. B2 Level Writing Proficiency Outcomes on
8 writing proficiency outcomes were presented to a panel, National Scale:
comprised of 3 expert reviewers. The experts were asked to 1. The student uses the newly learned vocabulary, and idi-
review the presented topics by considering the following; oms in writing. ----> (Turkish Foundation for Education,
“How much do the topics measure the desired structure?”, Program for Turkish Language Education as a Foreign
“whether there is a scientific error”, and “whether they are Language - (TFE / TLEaSL), 2020, p. 72).
appropriate for the B2 Level writing proficiency”. 2. The student writes resumes that are in line with the in-
An “Expert Opinion Form” was developed for the ex- tended purpose. ---> (TFE / TLEaSL), 2020, p. 72).
perts to use while reviewing the matter and the experts were 3. The student writes congratulatory addresses / celebra-
asked to review the compliance level of the outcomes based tory messages and texts that are appropriate to the cul-
on the level of compliance to the purposes as 0= Not compli- tural context. ----> (TFE / TLEaSL), 2020, p. 72).
ant and 1= Compliant. 4. The student writes detailed and descriptive texts. ---->
In light of the data obtained by the expert opinions, the (TFE / TLEaSL), 2020, p. 72).
Lawshe method and the Content Validity Index were calcu- 5. The student writes promotional texts that contain infor-
lated (DeWellis, 2017). According to this method, the CVI mation or review. ----> (TFE / TLEaSL), 2020, p. 72).
is calculated as (ne – N/2)/(N/2). In this formula, “ne” indi- 6. The student prepares questions regarding daily life and
cates what the outcome is as “N” marks the total number of gives answers to such questions. ----> (TFE / TLEaSL),
experts. The CVI rates calculated based on this information 2020, p. 72).
are presented in Table 1. 7. The student writes news texts. ----> (TFE / TLEaSL),
According to Tavşancıl (2014), Şeker and Gençdoğan 2020, p. 72).
(2014), and Özdamar (2016), the Content Validity Index 8. The student writes texts by compiling drafts. ----> (TFE
may take different values between -1 and +1. Furthermore, / TLEaSL), 2020, p. 72).
the Content Validity Index being close to -1 indicates that the 9. The student writes social media/blog texts. ----> (TFE /
outcome is not appropriate for its purpose while being closer TLEaSL), 2020, p. 72).
to +1 shows that the outcome is appropriate for its purpose 10. The student writes texts that are based on compari-
and thus can be used (Şeker & Gençdoğan, 2014; Tavşancıl, sons. ----> (TFE / TLEaSL), 2020, p. 72).
2014). In this study, it was revealed that the values are close 11. The student completes a text in line with its intended
to +1 therefore, it can be concluded that the outcomes are purpose. ----> (TFE / TLEaSL), 2020, p. 72).
in line with the purposes. The CVI was calculated for each 12. The student writes narrative texts. ----> (TFE / TLEaSL),
one of the 8 outcomes and it was determined that all topics 2020, p. 72).
A Literature Review on Writing Proficiency Outcomes 161

13. The student writes fictional texts. ----> (TFE / TLEaSL), 36. The student writes texts by using words that come from the
2020, p. 72). same contextual origin. ----> (TFE / TLEaSL), 2020, p. 72).
14. The student writes texts that narrate his/her opinions 37. The student writes biographical texts. ----> (TFE /
regarding objects, locations, status, or events by using TLEaSL), 2020, p. 72).
conjunctions. ----> (TFE / TLEaSL), 2020, p. 72). 38. The student rewrites a text with his/her own sentenc-
15. The student uses statements in his/her writings that in- es. ----> (TFE / TLEaSL), 2020, p. 72).
clude suggestions. ----> (TFE / TLEaSL), 2020, p. 72). 39. The student takes notes of what is being discussed with-
16. The student writes tests that express his/her opinions and in an environment of discourse. ----> (TFE / TLEaSL),
suggestions with their grounds and justifications. ----> 2020, p. 72).
(TFE / TLEaSL), 2020, p. 72). 40. The student plans texts around a certain topic and a cen-
17. The student writes texts that contain remarks and re- tral point. ----> (TFE / TLEaSL), 2020, p. 72).
views. ----> (TFE / TLEaSL), 2020, p. 72). 41. The student writes debating texts. ----> (TFE / TLEaSL),
18. The student writes texts that indicate suggestions for 2020, p. 72).
solutions to a certain problem. ----> (TFE / TLEaSL), 42. The student summarizes what s/he reads, listens and
2020, p. 72). watches. ----> (TFE / TLEaSL), 2020, p. 72).
19. The student uses appropriate statements that contain 43. The student writes announcement/notification texts. ----
formal structure in official correspondence. ----> (TFE / > (TFE / TLEaSL), 2020, p. 72).
TLEaSL), 2020, p. 72). 44. The student prepares banners or leaflets, etc. ----> (TFE
20. The student writes official papers such as petitions, re- / TLEaSL), 2020, p. 72).
ports, minutes, etc. by taking the form and content char- 45. The student compiles reports regarding a topic. ---->
acteristics. ----> (TFE / TLEaSL), 2020, p. 72). (TFE / TLEaSL), 2020, p. 72).
21. The student writes detailed e-mails. ----> (TFE / 46. The student writes short essays on subjects that s/he is
TLEaSL), 2020, p. 72). interested in. ----> (TFE / TLEaSL), 2020, p. 72).
22. The student writes business letters. ----> (TFE / 47. The student writes the introduction, body, and conclu-
TLEaSL), 2020, p. 72). sion sections. ----> (TFE / TLEaSL), 2020, p. 72).
23. The student can make correspondence regarding the 48. The student utilizes abbreviations in his/her texts. ---->
products/services that s/he wishes to purchase. ----> (TFE / TLEaSL), 2020, p. 72).
(TFE / TLEaSL), 2020, p. 72). 49. The student interprets and writes information, expressed
24. The student writes excerpt texts that contain correspon- as charts, tables, etc. ----> (TFE / TLEaSL), 2020, p. 72).
dence in group studies. ----> (TFE / TLEaSL), 2020, p. 72). 50. The student produces travel writings that contain his/her
25. The student writes texts regarding their status/educa- observations and impressions. ----> (TFE / TLEaSL),
tional process or regarding his/her work. ----> (TFE / 2020, p. 72).
TLEaSL), 2020, p. 72). 51. The student writes texts that feature descriptions and/or
26. The student writes texts regarding past events/occur- instructions. ----> (TFE / TLEaSL), 2020, p. 72).
rences by using statements of wish or regret. ----> (TFE 52. The student writes advertorial texts. ----> (TFE /
/ TLEaSL), 2020, p. 72). TLEaSL), 2020, p. 72).
27. The student writes simple texts that tell his/her plans 53. The student writes texts that contain indirect narra-
and dreams. ----> (TFE / TLEaSL), 2020, p. 72). tion. ----> (TFE / TLEaSL), 2020, p. 72).
28. The student writes texts that are that contain predictions/im- 54. The student prepares surveys. ----> (TFE / TLEaSL),
plications for the future. ----> (TFE / TLEaSL), 2020, p. 72). 2020, p. 72).
29. The student writes texts that explain a complex process 55. The student writes texts that synthesize information,
about daily life (such as obtaining a residence permit, obtained from different sources. ----> (TFE / TLEaSL),
applying for a job or scholarship, etc.) with its relevant 2020, p. 72).
steps. ----> (TFE / TLEaSL), 2020, p. 72). 56. The student uses methods of improving thoughts. ---->
30. The student writes memos regarding any given sub- (TFE / TLEaSL), 2020, p. 72).
ject. ----> (TFE / TLEaSL), 2020, p. 72). 57. The student uses the punctuations in line with their
31. The student uses metaphoric statements in his/her texts functions. ----> (TFE / TLEaSL), 2020, p. 72).
that are in line with the context. ----> (TFE / TLEaSL), 58. The student writes with regard to the grammar rules. ---
2020, p. 72). -> (TFE / TLEaSL), 2020, p. 72).
32. The student reproduces certain sentences or structures 59. The student reviews his/her writing in terms of form and
or statements in different forms. ----> (TFE / TLEaSL), narration. ----> (TFE / TLEaSL), 2020, p. 72).
2020, p. 72). 60. The student determines the purpose of writing. ---->
33. The student writes texts about a certain field by using (TFE / TLEaSL), 2020, p. 72).
basic terms. ----> (TFE / TLEaSL), 2020, p. 72). 61. The student uses strategy, method, ways, and technics
34. The student uses subjective or objective statements. ---- that are in line with the purpose of writing. ----> (TFE /
> (TFE / TLEaSL), 2020, p. 72). TLEaSL), 2020, p. 72).
35. The student writes texts with reference to keywords. --- 62. The student takes notes of what is being discussed in a
-> (TFE / TLEaSL), 2020, p. 72). debate. ----> (TFE / TLEaSL), 2020, p. 72).
162 IJELS 11(3):157-169

63. The student writes summaries that include what is dis- 81. The student writes short critiques about films and
cussed in group work. ----> (TFE / TLEaSL), 2020, books. ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31).
p. 72). 82. The student writes fictional texts (short stories, dialogues,
64. The student uses technology-related terminology. ----> etc.). ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31).
(TFE / TLEaSL), 2020, p. 72). 83. The student writes about daily events via letters and
65. The student uses the basic terms and structures regarding electronic mail by adding their emotions, thoughts, and
a field of specialty. ----> (TFE / TLEaSL), 2020, p. 72). remarks. ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31).
66. The student uses courtesy statements. ----> (TFE / 84. The student presents recommendations for solutions re-
TLEaSL), 2020, p. 72). garding a problem by taking different points of view into
67. The student writes texts about their field of expertise in account. ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31).
compliance with the formational characteristics. ----> 85. The student writes about information, obtained from
Yunus Emre Institute, Program for Turkish Education sources with different natures by adding his/her own inter-
for Foreigners, (Y.E.I.P.f.T.E.f.F.), 2011). pretation. ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31).
68. The student summarizes an essay, written about social 86. The student writes texts that contain a series of argu-
topics in a way that includes the main point and the im- ments within the causal relations. ----> (P.T.E.F.L.),
portant information. ----> (Y.E.I.P.f.T.E.f.F.), 2011). (A.U.-Tomer), 2015, p. 31).
69. The student summarizes the information, obtained 87. The student writes about his/her opinions regarding
from various sources and the media by filtering out the events or occurrences that are based on assump-
unnecessary details and repeated statements. ----> tions. ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31).
(Y.E.I.P.f.T.E.f.F.), 2011). 88. The student writes his/her opinions, requests, and rec-
70. The student expresses their positive or negative opinions ommendations regarding a matter in a detailed man-
about any given topic to the relevant parties with their jus- ner. ----> (Workshop for Developing Programs and
tification, in a written form. ----> (Y.E.I.P.f.T.E.f.F.), 2011). Scales for Turkish Language Proficiency (WDPS-TLP)
71. The student expresses their opinion on a certain subject 2017, p.30). (Ministry of Education, General Directorate
by demonstrating examples, and evidence and by un- for Assessment, Evaluation and Test Services) – (MoE
derlining the vital points and showing the details. ----> – GDAETS).
(Y.E.I.P.f.T.E.f.F.), 2011). 89. The student summarizes a text that s/he reads with its
72. The student writes texts that reflect the events and ex- main topics. ----> (WDPS-TLP) 2017, p.30, (MoE
periences s/he had as well as his/her plans and dreams – GDAETS).
in a detailed manner in an easily readable form. ----> 90. The student writes a text about any given topic by using
(Y.E.I.P.f.T.E.f.F.), 2011). the basic concepts and terms. ----> (WDPS-TLP) 2017,
73. The student writes critical texts on a certain stage play, film, p.30, (MoE – GDAETS).
or short story by using expressions and structures that pro- 91. The student carries on with a text in line with its orig-
vide subjective remarks. ----> (Y.E.I.P.f.T.E.f.F.), 2011). inal context. ----> (WDPS-TLP) 2017, p.30, (MoE
74. 1. The student narrates feelings, opinions, and atti- – GDAETS).
tudes in personal correspondence. 92. The student writes texts that offer different ways for
74. 2. The student interprets daily events in his/her corre- solutions to a certain issue. ----> (WDPS-TLP) 2017,
spondence by establishing the cause and effect relation- p.30, (MoE – GDAETS).
ship. ----> (Y.E.I.P.f.T.E.f.F.), 2011). 93. The student writes section/sections that highlight the
75. The student creates detailed texts regarding his/her ex- opinion that s/he wants to underline. ----> (WDPS-TLP)
periences and expectations. ----> Program for Turkish 2017, p.30, (MoE – GDAETS).
Education as a Foreign Language (P.T.E.F.L.), (Ankara 94. The student writes critique pieces for a film, book, or stage
University-Tomer), 2015, p. 31). play. ----> (WDPS-TLP) 2017, p.30, (MoE – GDAETS).
76. The student describes the summary of the writings in 95. The student writes texts that depict real or fictional
newspapers and magazines. ----> (P.T.E.F.L.), (A.U.- events in a detailed manner. ----> (WDPS-TLP) 2017,
Tomer), 2015, p. 31). p.30, (MoE – GDAETS).
77. The student summarizes the information, obtained from 96. The student writes without deviating from the main
various sources and mass media. ----> (P.T.E.F.L.), topic. ----> (The Curriculum for the Ministry of
(A.U.-Tomer), 2015, p. 31). Education - (English Academic Schedule, 2016).
78. The student writes detailed texts such as reports, pre- 97. The student writes his/her thoughts within a logical
sentations, essays, etc. regarding various topics. ----> cohesion. ----> (The Curriculum for the Ministry of
(P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31). Education - (English Academic Schedule, 2016).
79. The student states positive or negative opinions about 98. The student uses vocabulary in his/her writings. ---->
a viewpoint or a subject with his/her justification. ----> (The Curriculum for the Ministry of Education - (English
(P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31). Academic Schedule, 2016).
80. The student writes an opinion as an essay or report by 99. The student applies grammar in his/her writing. ---->
highlighting the important points or presenting support- (The Curriculum for the Ministry of Education - (English
ive details. ----> (P.T.E.F.L.), (A.U.-Tomer), 2015, p. 31). Academic Schedule, 2016).
A Literature Review on Writing Proficiency Outcomes 163

100. The student uses the punctuation marks properly and 117. The student writes by underlining the points that are
in place. ----> (The Curriculum for the Ministry of important. ----> (The Curriculum for the Ministry of
Education - (English Academic Schedule, 2016). Education - (English Academic Schedule, 2016).
101. The student enjoys corresponding. ----> (The 118. The student picks topics that are appropriate for
Curriculum for the Ministry of Education - (English writing. ----> (The Curriculum for the Ministry of
Academic Schedule, 2016). Education - (English Academic Schedule, 2016).
102. The student writes in compliance with the planned 119. The student narrates the events in chronological
writing method. ----> (The Curriculum for the order. ----> (The Curriculum for the Ministry of
Ministry of Education - (English Academic Schedule, Education - (English Academic Schedule, 2016).
2016). 120. The student writes his/her opinions about recent
103. The student expresses what s/he wants to write in events. ----> (The Curriculum for the Ministry of
a different manner. ----> (The Curriculum for the Education - (English Academic Schedule, 2016).
Ministry of Education - (English Academic Schedule, 121. The student takes notes of the topics that are related to
2016). their circle. ----> (The Curriculum for the Ministry of
104. The student expresses what s/he wants to tell in Education - (English Academic Schedule, 2016).
a way that would not disrupt meaning. ----> (The 122. The student takes notes of the speeches on the topics
Curriculum for the Ministry of Education - (English that s/he knows and is interested in albeit in a general
Academic Schedule, 2016). manner despite the fact that s/he may not understand
105. The student avoids repeating words. ----> (The word by word. ----> (The Curriculum for the Ministry
Curriculum for the Ministry of Education - (English of Education - (English Academic Schedule, 2016).
Academic Schedule, 2016). 123. The student uses expressions such as “first, next,
106. The student uses the grammar and structures in a cor- and then” when writing about events in chronologi-
rect manner. ----> (The Curriculum for the Ministry of cal order. ----> (The Curriculum for the Ministry of
Education - (English Academic Schedule, 2016). Education - (English Academic Schedule, 2016).
107. The student uses conjunctions in texts. ----> (The 124. The student creates clear and detailed texts. ----> (The
Curriculum for the Ministry of Education - (English Curriculum for the Ministry of Education - (English
Academic Schedule, 2016). Academic Schedule, 2016).
108. The student writes by paying attention to the sur- 125. The student makes clear descriptions in their writ-
roundings and situation. ----> (The Curriculum for the ing. ----> (The Curriculum for the Ministry of
Ministry of Education - (English Academic Schedule, Education - (English Academic Schedule, 2016).
2016). 126. The student prepares announcements, notices, ban-
109. The student enjoys writing. ----> (The Curriculum ners, and mottos that are in line with their interests
for the Ministry of Education - (English Academic and needs. ----> (The Curriculum for the Ministry of
Schedule, 2016). Education - (English Academic Schedule, 2016).
110. The student checks the accuracy and convenience 127. The student takes notes of the speeches in a gener-
of what s/he writes. ----> (The Curriculum for the al manner. ----> (The Curriculum for the Ministry of
Ministry of Education - (English Academic Schedule, Education - (English Academic Schedule, 2016).
2016). 128. The student expresses emotions and reactions regard-
111. The student writes announcements that are clear ing experiences and memories. ----> (The Curriculum
and understandable. ----> (The Curriculum for the for the Ministry of Education - (English Academic
Ministry of Education - (English Academic Schedule, Schedule, 2016).
2016). 129. The student makes comparisons in his/her writ-
112. The student writes short and understandable notes for ings. ----> (The Curriculum for the Ministry of
information. ----> (The Curriculum for the Ministry Education - (English Academic Schedule, 2016).
of Education - (English Academic Schedule, 2016). 130. The student writes by underlining the points that s/
113. The student takes notes of what s/he understands he deems important. ----> (The Curriculum for the
from talks in general. ----> (The Curriculum for the Ministry of Education - (English Academic Schedule,
Ministry of Education - (English Academic Schedule, 2016).
2016). 131. The student writes poems. ----> (The Curriculum
114. The student compiles clear and detailed texts. ----> (The for the Ministry of Education - (English Academic
Curriculum for the Ministry of Education - (English Schedule, 2016).
Academic Schedule, 2016). 132. The student writes about topics that s/he is inter-
115. The student presents detailed portrayals in their ested in. ----> (The Curriculum for the Ministry of
texts. ----> (The Curriculum for the Ministry of Education - (English Academic Schedule, 2016).
Education - (English Academic Schedule, 2016). In the national scale B2 Level writing proficiency out-
116. The student writes about past lives and come pool, which is determined to be 132 topics as the result
events. ----> (The Curriculum for the Ministry of of the literature review, a total of 66 outcomes, listed from
Education - (English Academic Schedule, 2016). one to sixty-six, were taken from (TFE/TLEaSL), 2020, eight
164 IJELS 11(3):157-169

outcomes, listed from sixty-seven to seventy-four were taken 9. The student writes regular texts that contain advanced
from (Y.E.I.P.f.T.E.f.F.), 2011, thirteen outcomes, listed from sentence structures. ----> (Victoria State Government
seventy-five to eighty-seven were taken from (P.T.E.F.L.), (Education and Training Programme) https://www.edu-
(A.U.-Tomer), eight outcomes, listed from eighty-eight cation.vic.gov.au).
to ninety-five were taken from (WDPS-TLP) 2017, (MoE 10. The student features diversity of words in texts. ---->
– GDAETS) and thirty-eight outcomes, listed from nine- (Victoria State Government (Education and Training
ty-six to one hundred and thirty-two were taken from Programme) https://www.education.vic.gov.au).
The Curriculum for the Ministry of Education - (English 11. The student writes content that is appropriate to the
Academic Schedule, 2016). types of texts by grasping the purposes of the types of
When the national scale B2 Level writing proficien- texts. ----> (Victoria State Government (Education and
cy outcomes, determined as the result of the literature re- Training Programme) https://www.education.vic.gov.au).
view are analyzed, it is revealed that the most outcomes 12. The student knows the purposes, structures, and charac-
(a total of 37)are listed under (TFE/TLEaSL), 2020. The teristics of the types of texts and thus writes texts in those
second seat goes to the Curriculum for the Ministry of types. ----> (Victoria State Government (Education and
Education (English Academic Schedule, 2016) with 37 Training Programme) https://www.education.vic.gov.au).
items. (P.T.E.F.L.), (A.U.-Tomer) 2015 comes third with 13. The student produces written texts that contain de-
13 outcomes. The last place is shared by (Y.E.I.P.f.T.E.f.F.), tails. ----> (Victoria State Government (Education and
2011 and (WDPS-TLP) 2017, (MoE – GDAETS) with 8 Training Programme) https://www.education.vic.gov.au).
outcomes each. 14. The student uses punctuation marks in a correct and
proper manner. ----> (Victoria State Government
THE WRITING OUTCOMES IN B2 LEVEL IN (Education and Training Programme) https://www.edu-
INTERNATIONAL LEVEL cation.vic.gov.au).
15. The student uses the conjunctive in the written texts
In this section of the study, the writing outcomes at B2 Level
in a correct and proper manner. ----> (Victoria State
at the international level are featured. The writing outcomes
Government (Education and Training Programme)
in B2 Level under List - 2 are comprised of 44 items in total.
https://www.education.vic.gov.au).
While the first column of the list indicates the outcome, the
16. The student maintains word lists, creates personal words,
second column shows the source of the outcome.
and by utilizing different strategies, uses the newly
List 2. The Writing Outcomes in B2 Level in International
learned words in written texts in a correct manner. ---->
Level:
(Victoria State Government (Education and Training
1. The student writes texts for different purposes. ---->
(Victoria State Government (Education and Training Programme) https://www.education.vic.gov.au).
Programme) https://www.education.vic.gov.au). 17. The student uses the newly learned sentence structures in
2. The student uses the words in a text in a proper and written texts based on the structures that s/he knows.---->
accurate manner. ----> (Victoria State Government (Victoria State Government (Education and Training
(Education and Training Programme) https://www.edu- Programme) https://www.education.vic.gov.au).
cation.vic.gov.au). 18. The student plans the texts and by following all steps
3. The student writes creative and informative texts for regarding the writing process and benefiting from their
certain purposes. ----> (Victoria State Government knowledge, redesigns the texts. ----> (Victoria State
(Education and Training Programme) https://www.edu- Government (Education and Training Programme)
cation.vic.gov.au). https://www.education.vic.gov.au).
4. The student features details in texts that help direct the 19. The student uses advanced software functions in order
readers. ----> (Victoria State Government (Education to write, edit and present the writings. ----> (Victoria
and Training Programme) https://www.education.vic. State Government (Education and Training Programme)
gov.au). https://www.education.vic.gov.au).
5. The student writes texts that possess all the features of 20. The student creates successive series and writes texts
the written language. ----> (Victoria State Government that are related to each other by merging elements that
(Education and Training Programme) https://www.edu- are comprised of short and separate sections regarding
cation.vic.gov.au). known topics within field of interest. ----> (www.coe.
6. The student uses the proper affixes of the tenses. ----> int/lang-CEFR).
(Victoria State Government (Education and Training 21. The student writes clear and detailed descriptions about
Programme) https://www.education.vic.gov.au). various known topics in their field of interest. ---->
7. The student uses many words that are considered dif- (www.coe.int/lang-CEFR).
ficult in their texts. ----> (Victoria State Government 22. The student writes essays. ----> (www.coe.int/
(Education and Training Programme) https://www.edu- lang-CEFR).
cation.vic.gov.au). 23. The student writes summaries, and reports and express-
8. The student writes texts for purposes in many topics. ----> es opinions regarding fields based on true information
(Victoria State Government (Education and Training about ordinary or extraordinary topics. ----> (www.coe.
Programme) https://www.education.vic.gov.au). int/lang-CEFR).
A Literature Review on Writing Proficiency Outcomes 165

24. The student writes personal letters and notes by quoting 43. The student can develop an argument in written texts
the points that s/he deems important. ----> (www.coe. on topics related to his/her field of interest and relate
int/lang-CEFR). the arguments to each other. ----> (https://www.osd.at/
25. The student writes personal letters that provide in- wp-content/uploads/2020/09).
formation or relays opinions on abstract and cultural 44. The student can produce clear, detailed written texts on
matters such as music and films. ----> (www.coe.int/ a variety of topics, using information and context. ---->
lang-CEFR). (https://www.osd.at/wp-content/uploads/2020/09).
26. The student produces understandable and continues The writing outcomes in B2 Level at the internation-
writing. ----> (www.coe.int/lang-CEFR). al level, obtained via literature review are comprised of
27. The student writes by paying extra attention to syn- 44 items. When these outcomes are numerically divided,
tax, punctuation, and page format. ----> (www.coe.int/ 19 items, from point one to point nineteen, were obtained
lang-CEFR). from “Victoria State Government (Education and Training
28. The student compiles short information from various Programme) https://www.education.vic.gov.au’’, 11 items
sources and summarizes them for others. ----> (www. from 20 to 30 were obtained from “ www.coe.int/lang-CE-
coe.int/lang-CEFR). FR’’ web-based sources. In the same manner, a total of 14
29. The student writes by planning how s/he can relay the items from 31 to 44, were obtained from “https://www.osd.
main points/opinions that s/he wants to present. ----> at/wp-content/uploads/2020/09.” When the writing out-
(www.coe.int/lang-CEFR). comes in B2 Level at the international level are analyzed, it
30. The student takes clear, understandable notes. ----> is revealed that the majority of the outcomes were obtained
(www.coe.int/lang-CEFR). from “Victoria State Government (Education and Training
31. The student can write (semi-) formal letters (for public use) Programme).’’
and express him/her in a stylistically appropriate way. ---->
(https://www.osd.at/wp-content/uploads/2020/09).
WRITING OUTCOMES, REDUCED TO 13 ITEMS
32. The student can express facts and points of view in writ-
AS THE RESULT OR LITERATURE REVIEW
ing and refer to relevant texts written by others. ---->
(https://www.osd.at/wp-content/uploads/2020/09). In this section of the study, the B2 Level Writing Outcomes,
33. The student can use a range of connectors and oth- compiled as the result of the literature review and deemed
er means of linking text to connect ideas into a clear, appropriate by the experts of the field, are listed. The
coherent text. ----> (https://www.osd.at/wp-content/ List - 3 features the writing proficiency outcomes, which
uploads/2020/09). were initially analyzed by the researcher and her advisor
34. The student can produce clear, detailed written texts, and then reviewed and decreased to 13 items by six field
bringing together information and arguments. ----> experts.
(https://www.osd.at/wp-content/uploads/2020/09). List 3. Writing Outcomes, Reduced to 13 Items as the
35. The student can make clear what is important. ----> Result or Literature Review:
(https://www.osd.at/wp-content/uploads/2020/09). 1.1. The student makes comparisons in their writings.
36. The student can write longer and more detailed texts on 1.2. the student uses descriptive narration in their
a variety of general or topical subjects, using a relatively writings. 1.3. The student uses narrative telling in
wide range of vocabulary to express a point of view. ----> their writings (Reference: 1. By providing education
(https://www.osd.at/wp-content/uploads/2020/09). regarding the types of writing sections along with the
37. The student can select and vary a range of expressions education on sections, (descriptive, explanatory, de-
and phrases on topics of general interest. ----> (https:// bating, narrative, comparative, etc.) this can be ex-
www.osd.at/wp-content/uploads/2020/09). panded (Selvikavak, 2006, p. 85)).
38. The student can vary expressions thanks to a large 2.1. The student develops his/her writings within the
vocabulary and thus avoid frequent repetition. ----> scope of a plan. 2.2. Creates a text by following the
(https://www.osd.at/wp-content/uploads/2020/09). steps toward a planned narration (Reference: 2.1. It
39. The student can produce grammatically largely correct was determined that the planned narration methods
texts, with occasional non-systematic errors and syntac- are more effective for attaining the goals, (Güvercin,
tical deficiencies. ----> (https://www.osd.at/wp-content/ 2012)). 2.2. Evaluating each phase of the process
uploads/2020/09). instead of evaluating the product should be taught
40. The student can use orthography and punctuation large- as the planning should be taught before writing,
ly in accordance with the rules. ----> (https://www.osd. (Güvercin, 2012). 2.3. Student becomes aware that
at/wp-content/uploads/2020/09). their writings are in a much-planned shape when
41. The student can write clear and detailed texts on a wide they follow the writing process (Güvercin, 2012,
range of subjects (from own field of specialization and p. 55; Tok, 2012, p. 146).
interest) for a variety of audiences. ----> (https://www. 3. The student pays attention to the consistency be-
osd.at/wp-content/uploads/2020/09). tween the sections in their writings (Reference: 3. It
42. The student can express him/her in a stylistically ap- was revealed that writing in compliance with the sec-
propriate, convincing, and clear manner. ----> (https:// tional elements is much more effective in ensuring
www.osd.at/wp-content/uploads/2020/09). the consistency of the sections (Tok, 2012, p. 146).
166 IJELS 11(3):157-169

4.1. The student uses the punctuations in compliance 9. The student uses the words in their texts accurately
with their functions. 4.2. The student writes by tak- (Reference: 9. Ibragic (2017) in his study related to
ing the grammar rules into account (Reference: 4.1. the subject, underlines that generally problems are
Bölükbaşı (2011) in his work, underlined that for- detected in students of languages in terms of voice//
eign students experience problems regarding the letters. Another issue, discoursed in the study is that
development of Turkish writing proficiency for var- the students inaccurately use the words, therefore,
ious reasons due to grammar, syntax, word selec- having a hard time expressing their opinions (Karşı,
tion, writing, and punctuation errors, etc. (Akbulut, 2022, p. 71)).
2016)). 4.2. Based on the results, obtained by 10. The student writes pieces that are in line with the
Çetinkaya, (2015) “The study, which describes the genre with reference to a sample text (Reference:
errors, made by the students, learning Turkish as a 10. It is understood that the students, thanks to the
foreign language in B2 level, (sorted by the language activities, in which the writing steps are mentioned,
characteristics) shows that 15.73% of the errors are can be motivated for ensuring consistency between
writing errors, 15.43% are lexical, 16.91% are syn- the sections and therefore using the discursive con-
tax-based, 51.93% are structure and form based er- junctions properly as they can have a better chance
rors. It was further reported that more than half of the to initiate their vocabulary thanks to the pre-writ-
errors are morphological in nature (Quoted by Karşı, ing step and by identifying the type of the text and
2022). 4.3 A total of 1282 errors were detected in the by taking the model text as the example, they can
written texts of the students, learning Turkish as a write easier and more effective in the target language
second language. With a rate of 44.4% (570 errors) (Bektaş & Ökten, 2021, p. 16)).
the highest amount of errors result from the faulty 11. The student summarizes the information obtained
use of punctuation and grammar mistakes (Akbulut, from authentic sources and mass media (Reference:
2016, p. 51; Karşı, 2022, p. 71; Büyükikiz & Hasırcı, 11. For the teaching of Turkish as a foreign language,
2013, p. 62). (in writing skill) in addition to the traditional sourc-
5. The student uses the words in their texts in context es, authentic sources should be preferred by taking
(Reference: 5. In order to improve the writing skills the expectations of the students, their level, etc. into
of the students, attention must be given to the selec- account (Yılmaz, 2021, p. 90)).
tion of words appropriate to the punctuation and sub- 12.1. The student pays attention to grammar and punctua-
stance, and writing exercises in this regard should be tion rules in the texts they write.
supported (Şimşek, 2017, p. 259)). 12.2. The student reviews the writings they write
6.1. The student uses writing methods and technics. 6.2. (Reference: 12. In order to decrease the gram-
the student uses freshly learned words in their writ- mar – punctuation errors of foreign students, who
ings (Reference: 6. When directed, free and creative learn Turkish, writing exercises should be frequently
writing method exercises are run, the vocabulary included starting from the basic level and students
of the children should be supplemented. Especially should be provided with feedback regarding their er-
during the directed writing exercises, the words that rors (Büyükikiz & Hasırcı, 2013, p. 62)).
can be used in relation to the subject matter can be 13. The student relays their emotions and thoughts to
given to the intermediate-level students with their writing within a plan (Reference: 13.
intra-sentence uses and within the context. This im- According to Tiryaki (2013), individuals, who ob-
proves the efficacy of the method and students are tained a habit to write, will also have the skill to relay
prevented from disliking writing due to lack of vo- their thoughts within a line and a logical framework
cabulary (Şimşek, 2017, p. 262)). (Taşdemir, 2017, p.56)).
7. The student uses words in their writings that are ap- The writing outcomes, reduced to 13 topics within the
propriate to the subject matter (Reference: 7. In the scope of the study, were presented to the review of three
directed writing method, the students should be pro- field experts again by using the “B2 Level Writing Outcomes
vided with a topic within the field of their interest Compliance Review Form.” The 8 writing proficiency out-
and this method should be exercised starting from comes regarding the B2 Level, outlined by taking the feed-
the intermediate level considering the development back, obtained from the experts, are listed below in List - 4.
of language – thought – word in Turkish. The writ- List 4. 8 Writing Outcomes, Compiled as the Result of the
ing topics to be provided should be in line with their Literature Review:
environment, circle, fields of interests, and needs Outcomes:
(Şimşek, 2017, p. 262)). K.1 – The student develops the writings according to a plan,
8. The student writes texts that contain cultural ele- K.2 – The student uses the words in their writings in compli-
ments (Reference: 8. For the education of Turkish as ance with the context,
a second language, in order for the students to intro- K.3 – The student uses writing methods and technics in their
duce and promote Turkey and the Turkish Culture, writing,
learning-oriented writing methods can be employed K.4 – The student uses newly learned vocabulary in their
(Altay, 2020, p. 108)). writing,
A Literature Review on Writing Proficiency Outcomes 167

K.5 – The student uses texts in their writing that contain cul- When the writing outcomes, compiled as the result of the
tural elements, literature review regarding the B2 Level, we can say that the
K.6 – The student writes the words in their writings correctly, outcome, titled “the student developss their writings within
K.7 – The student summarizes the information, obtained a plan” serves to ensure a planned writing. The second out-
from authentic sources or mass media, come that is titled “the student uses the words in their writ-
K.8 – The student writes with regard to and cares about ings within context” is in line with enriching the text. For the
grammar and punctuation rules. third outcome that is titled “the student uses writing methods
As a result of the reviews made in the study, a total of 8 and technics” it is safe to say that this outcome helps stu-
writing proficiency outcomes regarding the B2 Level writ- dents understand what they will use and where they will use
ing skills were revealed. These outcomes are thought to be it in their texts. On the other hand, the fourth outcome which
very effective in developing the writing proficiency of the is “the student uses newly learned words in their writings”
students. It is observed that those outcomes, revealed within indicates that the students enrich the substance of their texts
the scope of the study are all majorly cognitive in nature. by using the words, notions, vocabulary, idioms, and prov-
At the same time, it is safe to say that such outcomes lean erbs in their texts. The fifth outcome in the outcomes list,
towards developing the intermediate-level writing skills of titled “the student writes texts that contain cultural elements”
the students. On the other hand, it is also apparent that the ensures that the students use the cultural elements that they
B2 Level writing proficiency outcomes form grammar rules, knew or they just acquired within their texts. This also pro-
content development, and informative outcomes. vides the transfer of cultures and makes it easier to occur.
The next and sixth outcome is “the student writes the words
DISCUSSION AND CONCLUSION that they use in their texts correctly”, which helps students
to develop the skill to write the words and concepts that they
In this study, which aims to determine the B2 Level writing
learn in the correct way. The seventh outcome in the list
proficiency outcomes, by reviewing the national and inter-
which is “the student summarizes the information that they
national literature, a total of 184 B2 Level writing outcomes
obtained from various sources and mass media”, supports
were obtained. As a result of the findings of the study, it
students to develop their skill to summarize concepts. The
was revealed that the program, which resulted in the highest
final outcome of the list, “the student writes by paying at-
number of writing proficiency outcomes is (TFE / TLEaSL),
tention to grammar and punctuation rules”, is a requirement
2020. From this fact forward, it was concluded that the
for the students not just to be followed at B2 Level but also
Turkish Foundation of Education features quantitative-
across all levels (A1, A2, B1, C1) at all times. On the oth-
ly more writing proficiency outcomes. These conclusions,
er hand, this final outcome gives students the skill to apply
reached in the study, are supported by other studies as well.
(Kılıç, 2021; Aktaş, 2021; Balcı & Melanlıoğlu, 2020; the grammar rules of a language. Some studies also support
Maden, 2020). Another result of the study shows that the the conclusions reached in this study (Deneme & Demirel,
programs that feature the least writing proficiency outcomes 2012; Tok, 2012; Güvercin, 2012; Büyükikiz & Hasırcı,
are (Y.E.I.P.f.T.E.f.F.), and (WDPS-TLP) 2017, (MoE – 2013; Akbulut, 2016; Şimşek, 2017; Taşdemir, 2017; Altay,
GDAETS). Sülükçü and Savaş (2018, p. 70) in their study, 2020; Yılmaz, 2021; Karşı, 2022).
which also supports the findings of this hereby study, indi- In conclusion, a sufficient number of studies regarding
cated that writing and reading proficiency outcomes were the outcomes of writing proficiency, which is considered
featured for each one of the age groups in Levels A1, A2, B1, the most difficult writing skill in addition to being to be the
B2, and C1. This result of the study of Sülükçü and Savaş hardest to obtain across all levels, could not be revealed.
(2018) supports the result of this study with this aspect as In line with this result, it is surmised conducting more re-
well. search is paramount for supporting the students and educa-
When the B2 Level international writing proficiency out- tors and carrying out this already difficult process in a more
comes in the study are analyzed, it is revealed that the writing systematic and effective manner during the development of
outcomes in the first 19 topics are designed mainly by pay- writing proficiencies for students. On the other hand, during
ing attention to the cognitive aspect of writing proficiency. In the preparation stage for the educational programs, writing
the same manner, it was revealed that the total of 11 writing proficiency outcomes, along with all proficiencies, should
outcomes, from Articles 20 to 30, obtained via web-based be carefully included in the programs because the outcomes
sources (www.coe.int/lang-CEFR), are planned according that are not sufficiently featured in educational programs lead
to the cognitive and affective aspects of writing proficiency. to serious issues during the education process. According
Similarly, the final 14 writing outcomes on the list predomi- to Temizyürek and Balcı (2006, p. 461) in support of this
nantly feature the cognitive aspects. When all three programs, opinion, the educational programs should be periodically re-
featured in the study are compared, it is concluded that the viewed and the feedback of the students during this review
writing proficiencies are generally designed in the cognitive process should be taken into account. A program that renews
aspect. Therefore, due to this result, it is safe to say that the itself and that attempts to overcome its own deficiencies will
international B2 Level writing outcomes are rather comprised pave the way toward the goal of the subject.
of the outcomes that trigger the cognitive skills of the stu- It is important that students from all levels use the lan-
dents. Some studies also support these findings (Demir & guage in a functional matter and express themselves in a
Yapıcı, 2007; Takıl, 2016; Akgül & Özdemir, 2021). much more comfortable and fluid way during the writing
168 IJELS 11(3):157-169

classes. During the preparation of the outcomes, this view- Byrne, D. (1988). Teaching writing skills. Longman.
point should be examined and should be taken into account. Çakır, İ. (2010). Yazma becerisinin kazandırılması yabancı
In terms of basic skills being complementary to each other, dil eğitiminde neden zordur? Sosyal Bilimler Enstitüsü
outcome studies can be carried out for all levels and skills. Dergisi, 8, 165-176.
A comparison of the outcomes that may be deemed appropri- Demir, C., & Yapıcı, M. (2007). Anadili olarak Türkçenin
ate to the preparation process of the outcomes, can be made öğretimi ve sorunları. Sosyal Bilimler Dergisi, IX (2),
thus a review process can be carried out. Also, the achieve- 176-192.
ments determined by putting the student in the center also Deneme, S., & Demirel, Ö. (2012). Yabancı Dilde Yazma
determine the target and result to be achieved in the learning Becerisinin Gelişiminde Özetleme Tekniğinin Öğretimi
process. It facilitates the determination of the knowledge, Ve Başarıya Etkisi. Dil Dergisi, 157, 49-64.
skills and competencies that students need to learn. For this DeWellis, R. F. (2017). Ölçek geliştirme: Kuram ve uygu-
reason, it is very important to determine and use the acquisi- lamalar. Nobel Yayıncılık.
tions correctly for all skills in the language learning process. Dey, I. (1993). Qualitative data analysis. A user-friendly
guide for social scientists. Routledge.
REFERENCES Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Pe-
gem Akademi Yayınları.
Akbulut, S. (2016). Yabancı Dil Olarak Türkçe Öğrenenler- Güvercin, A. (2012). Türkçenin Yabancı Dil Olarak Öğre-
in Yazmaya Yönelik Tutum ve Kaygıları [Yüksek Lisans timinde Tomer Modeli Yazma Eğitimi ve Süreç Temel-
Tezi]. Pamukkale Üniversitesi, Eğitim Bilimleri En- li Yazma Modelinin Karşılaştırılması [Yüksek Lisans
stitüsü, Denizli.
Tezi]. Necmettin Erbakan Üniversitesi, Eğitim Bilimleri
Akgül, Z., & Özdemir, C. (2021). Avusturya’da yabancı
Enstitüsü, Konya.
dil olarak Türkçe Öğretiminde yazma etkinliği. Jour-
Harmer, J. (2007). How to teach English. Pearson Education
nal of Social, Humanities and Administrative Sciences,
Limited.
7(40),955-963.
Hughey, J. B. (1983). Teaching ESL composition principles
Aktaş, Ş., & Gündüz, O. (2001). Yazılı ve sözlü anlatım.
and techniques. Newbury House Publishers.
Akçağ Yayınları.
Kaplan, T. (2018). Yabancılara Türkçe Öğretiminde Otantik
Aktaş, H. (2021). Türkçeyi Yabancı Dil Olarak Öğrenen
Yazma Çalışmalarının Öğrencilerin Yazma Becerisi ve
Öğrencilerin Yazma Başarılarının ve Hatalarının Farklı
Tutumuna Etkisi [Doktora Tezi]. Sakarya Üniversitesi,
Değişkenler Açısından İncelenmesi [Yüksek Lisans
Eğitim Bilimleri Enstitüsü, Sakarya.
Tezi]. Karamanoğlu Mehmetbey Üniversitesi, Sosyal
Karşı, İ. (2022). Türkçenin Yabancı Dil Olarak Öğretiminde
Bilimler Enstitüsü, Karaman.
Altay, M. (2020). Türkçenin Yabancı Dil Olarak Öğreti- (A1-A2) Yazma Sorunlarının İncelenmesi (Başkent
minde Öğrenme Amaçlı Mektup Yazma Etkinliğinin Kul- Üniversitesi Bütem Gazi Üniversitesi Tomer ve Sdem
lanılması [Yüksek Lisans Tezi]. Akdeniz Üniversitesi, Örneği) [Yüksek Lisans Tezi]. Başkent Üniversitesi,
Eğitim Bilimleri Enstitüsü, Antalya. Eğitim Bilimleri Enstitüsü, Ankara.
Altunışık, R., Çoşkun, R., Yıldırım, E., & ­Bayraktaroğlu, S. Kılıç, A. (2021). Türkiye Maarif Vakfı yabancı dil olarak
(2010). Sosyal bilimlerde araştırma yöntemleri (6. Türkçe Öğretimi Programı A1-A2 dinleme/izleme ve
Baskı). Sakarya Kitabevi. okuma/anlama kazanımlarının 21.Yüzyıl okuryazarlık
Arıcı, A. F. (2018). Okuma eğitimi.: Pegem Akademi becerileri kapsamında değerlendirilmesi. Uluslararası
Yayıncılık. Yabancı Dil Olarak Türkçe Öğretimi Dergisi, 4(2),
Atalmış, E. H. (2019). Tarama araştırmaları. In S. Şen & İ. 148-164.
Yıldırım (Eds.), Eğitimde Araştırma Yöntemleri kitabı Kurt, S. Ç. (2019). Nitel veri analizi. S. Şen & İ. Yıldırım
içinde (pp. 97-116). Nobel Yayınevi. (Eds.), Eğitimde Araştırma Yöntemleri kitabı içinde
Atasoy, A. (2015). Ortaokul Öğrencilerinin Akıcı Yazma Bec- (p. 439-463). Nobel Akademik Yayıncılık.
erilerinin Değerlendirilmesi [Yüksek Lisans Tezi]. Mus- Maden, A. (2020). Yabancı dil olarak Türkçe öğretimi pro-
tafa Kemal Üniversitesi, Sosyal Bilimler Enstitüsü, Hatay. gramlarında söz varlığını zenginleştirme. Journal of
Balcı, M., & Melanlıoğlu, D. (2020). Türkçenin yabancı dil History School, 46, 1822-1857.
olarak öğretimi programı üzerine. Kırıkkale University Milli Eğitim Bakanlığı (2005). İlköğretim Türkçe dersi (6,
Journal of Social Sciences (KUJSS), 10(2), 173-198. 7, 8. sınıflar) öğretim programı. Milli Eğitim Yayınları.
Bektaş, N., & Ökten, C. (2021). Yabancı Dil Olarak Türkçe Milli Eğitim Bakanlığı (2006). İlköğretim Türkçe der-
Öğretiminde B2 Düzeyi Yazma Etkinlikleri Geliştirme. si (6, 7, 8. sınıflar) öğretim programı. Milli Eğitim
https://www.researchgate.net/publication/348434536. Yayınları.
Büyükikiz, K. K., & Hasırcı, S. (2013). Yabancı Dil Olarak Milli Eğitim Bakanlığı (2016). Hazırlık sınıfı bulunan or-
Türkçe Öğrenen Öğrencilerin Yazılı Anlatımlarının Yan- taöğretim kurumları İngilizce dersi (Hazırlık, 9, 10, 11
lış Çözümleme Yaklaşımına Göre Değerlendirilmesi. ve 12. sınıflar) öğretim programı. Milli Eğitim Yayınları.
Ana Dili Eğitimi Dergisi, 1(4), 51-62. Millî Eğitim Bakanlığı Ölçme, Değerlendirme ve Sınav
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., ­Karadeniz, Ş., Hizmetleri Genel Müdürlüğü (2017). Türkçe Dil Ye-
& Demirel, F. (2020). Bilimsel Araştırma Yöntemleri. terliklerine Yönelik Program ve Ölçek Geliştirme
Pegem Akademi. Çalıştayı. Ankara.
A Literature Review on Writing Proficiency Outcomes 169

Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde Türkiye Maarif Vakfı (2020). Yabancı dil olarak Türkçe
ölçek ve test geliştirme yapısal eşitlik modellemesi. Ni- öğretimi programı. İstanbul. https://www.turkiyemaarif.
san Yayıncılık. org/uploads/yabancidilolarak-turkceogretimi.
Selvikavak, E. (2006). Türkçenin Yabancı Dil Olarak Öğre- Ungan, S. (2007). Yazma becerisinin geliştirilmesi ve önemi.
timinde Öğrencilerin Paragraf Yazma Becerilerini Dumlupınar Üniversitesi Sosyal Bilimler Enstitüsü Der-
Geliştirme Üzerine Bir Uygulama [Yüksek Lisans Tezi]. gisi, 23(2), 461-472.
Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara. Uyğun, A. & Çetin, D. (2020). 2018 Türkçe dersi öğretim pro-
Sülükçü, Y. & Savaş, O. (2018). PICTES Türkçe dil yeter- gramındaki yazma kazanımlarının yaratıcı yazma bece-
liklerine yönelik program ve ölçek geliştirme çalıştayı risine uygunluğu. Ana Dili Eğitimi Dergisi, 8(1), 1-13.
raporunun değerlendirilmesi. Erciyes Journal of Educa- Van Maanen, J. (1979). Reclaiming qualitative methods for
tion, 2(2), 59-74. organizational research: A preface. Administrative Sci-
Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ence Çhıarterly, 24(4), 520-526.
ölçme aracı geliştirme (2. Basım). Nobel Yayıncılık. Yalçın, G. Ü. (1997). Beyin-dil İlişkisi ve bunun yazma bec-
Şimşek, P. (2017). Türkçenin Yabancı Dil Olarak Öğreti- erilerine yansımaları. 4. Ulusal Eğitim Bilimleri Kongre-
minde, Öğrencilerin Ana Dilleri ve Mensup Oldukları si Bildirileri, 372-385, Eskişehir: Anadolu Üniversitesi.
Dil Ailelerinin Türkçe Yazma Becerisine Etkisi [Doktora Yalçın, S. D. (1998). Yazma Eğitiminde Yeni Bir Araştırma
Tezi]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, An- Alanı: Yaratıcı Yazarlık, Türkçenin Öğretimi ve Eğitimi
kara. Sempozyum Bildiriler, 145-152, AÜ. TOMER Gazian-
Taşdemir, O. (2017). Yabancılara Türkçe Öğretiminde Özel tep Şubesi Yayını.
Yazmanın Yazma Kaygısına ve Yazma Eğilimine Etkis- Yıldırım, A. & Şimşek, H. (2013). Qualitative research
inin İncelenmesi [Yüksek Lisans Tezi]. Dokuz Eylül methods for the social sciences. Seçkin.
Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir. Yılmaz, M. (2021). Yabancı Dil Olarak Türkçe Öğretiminde
Takıl, N. (2016). Yabancı dil olarak Türkçe öğretiminde Reklam Filmi Kullanımının Öğrencilerin Yazma Bec-
yazma becerisini geliştirmeye yönelik bir eylem araştır- erisine Katkısının Belirlenmesi. Yüksek Lisans Tezi,
ması: Döngüsel yazma. Türkiye Sosyal Araştırmalar Bursa Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü,
Dergisi, 20(1), 299-312. Bursa.
Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri Yunus Emre Enstitüsü (2011). Yabancılara Türkçe öğretimi
analizi. Nobel Yayıncılık. programı. Yunus Emre Enstitüsü Yayınları. Ankara.
Temizyürek, F. & Balcı, A. (2006). Cumhuriyet dönemi
ilköğretim okulları Türkçe programları. Nobel.
Tok, M. (2012). Türkçenin Yabancı Dil Olarak Öğretiminde INTERNET SOURCES
Akademik Yazma Becerilerinin Geliştirilmesine Yöne- www.coe.int/lang-CEFR (Access Date: 15.05.2022).
lik Uygulamalı Bir Çalışma. Doktora Tezi, Çanakkale https://tez.yok.gov.tr. (Access Date: 06.07.2022).
Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Victoria State Government (Education and Training Pro-
Çanakkale. gramme). https://www.education.vic.gov.au (Access
Türkçe ve Yabancı Dil Araştırma ve Uygulama Merkezi Date: 03.06.2022).
(TOMER) (2015). Yabancı dil olarak Türkçe öğretim https://www.osd.at/wp-content/uploads/2020/09 (Access
programı. Ankara Üniversitesi. Ankara. Date: 16.06.2022)