Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research

Kayhan Bozgun, Fatih Can

Abstract


This study aims to examine the relationship between digital reading and digital writing attitudes of preservice elementary teachers. The sample of the research consists of 294 preservice elementary teachers studying at the faculty of education. The research sample was determined using the convenience sampling method. Attitude Scale for Digital Writing, Attitude Scale towards Digital Reading, and Personal Information Form were used as data collection tools. Data were analysed using R Studio software. Independent sample t-test, one-way ANOVA and simple linear regression analysis were used in the analysis process. The findings indicated that the reading attitudes and writing attitudes scores of the preservice elementary teachers did not differ according to gender, age, and grade level. However, it was found that the preservice teachers who stated that they read digital books had a higher level of reading and writing attitudes than the preservice teachers who stated that they did not read. It has been determined that there is a high level of significant relationship between digital reading and writing attitudes. According to the results of the simple linear regression analysis, it was found that the writing attitudes of the preservice elementary teachers who had high digital reading attitude levels were also high. As a result, it can be said that as the digital reading attitudes of the preservice elementary teachers increase, their attitudes towards writing will also increase. Experimental studies can be conducted to determine the effect of reading digital books on digital writing attitudes.

Keywords


Digital Reading, Digital writing, Attitudes, Preservice teachers

Full Text:

PDF

References


Akkaya, N., & İşçi, C. (2018). The relationship between education faculty students’ attitude toward reading and their achievement in written expression course. International Journal of Turkish Literature Culture Education, 7(2), 1161–1171.

Akkaya, N., & Çıvğın, H. (2020). Dijital okuma öz yeterlilik ölçeği: Geçerlik ve güvenirlik çalışması. Güneş, In F. ve Işık, A. D. (Eds.), Girişimcilik ve Yenilikçilik (pp. 20-29). Ankara: Sınırsız Eğitim ve Araştırma Derneği Yayınları

Akpınar, Y. (2005). Bilgisayar destekli eğitimde uygulamalar. Anı Yayıncılık.

Alyılmaz, C. (1997). Teknoloji ve dil. Journal of Turkish Research Institute, 8, 33-36.

Arıcı, A. F., & Taşkın, Y. (2019). Relationship Between reading skills and other language skills. International Journal of Field Education, 5(2), 185-194.

Atabek, O. (2020). Development and validation of Digital Writing Scale for preservice teachers. Novitas-ROYAL (Research on Youth and Language), 14(2), 119-139.

Aydın, E., & Ciğerci, F. M. (2020). The effect of digital storytelling on writing anxiety in teaching Turkish to foreigners. Journal of History School, 45, 1078-1097.

Baki, Y. (2019). The effect of digital stories on developing creative writing skills of preservice Turkish language teachers. Journal of Mother Tongue Education, 7(4), 964-995.

Baş, B., & Turhan, O. (2017). Web 2.0 tools for writing skills in teaching Turkish as a foreign language: Poll everywhere sample. Mersin University Journal of the Faculty of Education, 13(3), 1233-1248.

Baştuğ, M., & Keskin, H. K. (2017). Reliabilty and validity study of Scale Attitudes Towards Writing from Paper to Digital. Educational Technology Theory and Practice, 7(2), 58-72.

Bölükbaş, F. (2006). Öğrencilerin okuma ve yazmaya yönelik tutumlarının bazı değişkenler açısından değerlendirilmesi. Çağdaş Eğitim Dergisi, 31(333), 32-39.

Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). Guilford Press.

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem Akademi.

Coiro, J., Sekeres, D. C., Castek, J., & Guzniczak, L. (2014). Comparing the quality of third, fourth, and fifth graders’ social interactions and cognitive strategy use during structured online ınquiry. Journal of Education, 194(2), 1-15.

Creswell, J. W. (2020). Research Design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Çeçen, M. A. (2014). Yazma eğitimi (Ed. M. Özbay) In Yazma eğitimi açısından metin bilgisi. Pegem Akademi.

Çeliktürk Sezgin, Z. (2022). Systematic analysis of digital reading studies in the digital age. Participatory Educational Research, 9(1), 233-250.

Çetinkaya Özdemir, E., & Kaya, B. (2021). Metaphoric perceptions of pre-service classroom teachers on reading and writing skills. The Journal of National Education, 50(231), 129-145.

Dola, N., & Aydın, İ. S. (2020). Investigation of digital story authorship according to various variables. Journal of Language Education and Research, 6(1), 17-34.

Elkıran, Y. M. (2021). Examining the relationship between pre-service Turkish teachers digital writing attitudes and digital reading tendencies. International Journal of Progressive Education, 17(4), 437-450.

Erdoğan, E. (2020). Digital literacy and cyberbullying: A correlational survey of secondary school students. International Journal of Field Education, 7(2), 61-76.

Eroğlu, Z. D. (2013). The relationship between the reading habits and correct writing skills of teacher candidates. Turkish Studies, 8(9), 1441-1453.

Geçgel, H., Kana, F., Öztürk, N. E., & Yalçın Akkaş, İ. (2020). Investigation of the relationship between pre-service teachers’ reading motivations and social media-specific epistemological beliefs. Journal of Language Education and Research, 6(2), 478-507.

Göçer, A. (2014). Yazma eğitimi. Pegem Akademi.

Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: A multidisciplinary journal, 6(1), 1–55.

Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312–333.

International Reading Association. (2009). New literacies and 21st-century technologies. International Reading Association.

Kaplan Alptekin, T. (2022). Developing a Writing Attitude Scale for the learners of Turkish as a foreign language. International Journal of Turkish Literature Culture Education, 11(1), 302-314.

Karim, N. S. A., & Hasan, A. (2007). Reading habits and attitude in the digital age: Analysis of gender and academic program differences in Malaysia. The Electronic Library, 25(3), 285-298.

Kızgın, A., & Baştuğ, M. (2020). Predicting level of reading motivation and reading comprehension skill on academic success. Journal of Language Education and Research, 6(2), 601-612.

Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.

Larson, L. C. (2012). It’s time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent and Adult Literacy, 56(4), 280-290.

Leu, D. J., Slomp, D., Zawilinski, L., & Corrigan, J. (2016). Writing research from a new literacies lens. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.) Handbook of writing research (2nd ed.). Guilford Press.

Lim, F. V., & Toh, W. (2020). How to teach digital reading? Journal of Information Literacy, 14(2), 24-43.

Maden, S. (2018). Digital reading habits of pre-service Turkish language teachers. South African Journal of Education, 38(2), 1-12.

Odabaş, H., Odabaş, Z. Y., & Sevmez, H. (2018). Digital/e-book reading culture in university students: Selçuk University sample. The Journal of the Faculty of Languages and History-Geography, 58(1), 139-171.

Pardede, P. (2019). Print vs digital reading comprehension in EFL. Journal of English Teaching, 5(2), 77-90.

Pierczynski, M. (2015). Preservice teachers’ perceptions of using digital technologies in literacy instruction. (Unpublished doctoral dissertation), George Mason University.

Sarıçoban, A., & Bakla, A. (2012). Yabancı dil öğretiminde öğretim teknolojileri ve materyal tasarımı. (Ed. A. Sarıçoban ve Z. M. Tavil) In Yabancı Dil Eğitiminde Teknoloji Kullanımı, s.59-78. Anı Yayıncılık.

Susar Kırmızı, F., Kapıkıran, Ş., & Akkaya, N. (2021). Attitude Scale for Digital Writing (DWS): Scale development study. Pamukkale University Journal of Education, 25(52), 1-28.

Susar Kırmızı, F., & Yurdakal, İ. H. (2021). Attitude Scale Towards Digital Reading (DRAS) for preservice teachers: Validity and reliability study. The Journal of Buca Faculty of Education, (51), 137-159.

Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics. Pearson Education.

Temizkan, M., & Sallabaş, M. E. (2009). Compare the attitudes of teacher candidates related to reading and writing activities. Electronic Journal of Social Sciences, 8(27), 155-176.

Tezel, K. V. (2020). Using a poetry wiki: How can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age? Journal of Mother Tongue Education, 8(4), 1552-1563.

Uğur Göçmez, A., & Ünal, E. (2021). An evaluation of the opinions of teachers about the problems experienced in the first literacy teaching in the digital education period. Ahi Evran University Institute of Social Sciences Journal, 7(3), 936-955.

Ustabulut, M. Y. (2021). Analysis of the opinions of Turkish language teachers about digital writing. Manisa Celal Bayar University Journal of Social Sciences, 19(2), 300-311.

Ünal, E., & İşeri, K. (2012). Analysis of the relationship between reading and writing attitudes of teacher candidates and their academic achievements through the structural equation model. Elementary Education Online, 11(4), 1066-1076.

Yamaç, A. (2019). Prospective classroom teachers’ perceptions of using digital reading and writing practices at the primary school level. MANAS Journal of Social Studies, 8(1), 1-25.

Yamaç, A., Çeliktürk Sezgin, Z., & Kocaarslan, M. (2016). Classroom teacher canditates’ experiences and beliefs about writing and writing instruction. Turkish Studies, 11(3), 2355-2370.

Yıldız, M. (2013). The role of the reading motivation, reading fluency and reading comprehension on Turkish 5th graders’ academic achievement. Turkish Studies, 8(4), 1461-1478.




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.3p.25

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.