%0 Journal Article
%T Is L2 Writing Difficult? Causal Attributions of Turkish Pre-service EFL Teachers and Relevance to Writing Scores
%A Seray TANYER
%A Zafer SUSOY
%J -
%D 2019
%X In Turkey, first-year preservice English teachers learn L2 writing in at least two compulsory courses throughout their undergraduate ELT programs. This study, conducted in this context, intends to investigate preservice English teachers¡¯ perceptions about L2 undergraduate writing difficulty and their causal attributions for these difficulties. It also aims to examine the relationship between density/variety of perceived difficulty in L2 writing and writing scores. For these purposes, the case study approach was adopted. In order to answer three research questions, in-depth interviews were conducted with 26 first-year preservice teachers studying in the ELT department of a Turkish state university, and their first-midterm writing scores were collected. According to the findings, firstly all the interviewees agreed that students in the program had difficulty while writing in L2. Secondly, the correlational analyses revealed a negative relationship between density/variety of perceived L2 writing difficulty and writing scores. Lastly, three main sources of perceived writing difficulty were identified: 1) student-based sources, 2) educational practices and tendencies and 3) lecturer-based sources. After all, the related inferences, discussions and suggestions about learning and teaching of L2 writing have been addressed based on the current findings
%K ikinci dilde yazma zorlu£¿u
%K zorluk kaynaklar£¿
%K yazma performans£¿
%K lisans £¿£¿rencileri
%U http://dergipark.org.tr/later/issue/46332/499153