Examining pre-service teacher views on the implementation of screen-based writing instruction

Mehmet TOK


Today, as new technological developments continue to emerge, education, like many other fields, is going through major changes. Technological developments are causing changes to many common concepts. In particular, studies that benefit from technology in the field of education are becoming increasingly widespread, opening the door for the emergence of new teaching methods by abandoning traditional ones. New technologies, and computers in particular, can benefit the teaching of writing, the most complex of the four basic language skills (reading, writing, speaking, and listening). This study aims to explore pre-service teachers' views on screen-based writing practices via a course they attended. A qualitative case study method (holistic single-case design) was employed to explore pre-service teachers’ views. The study participants were selected using a purposeful sampling method among 4th year students majoring in Turkish Language Teaching at a major state university. The study group consisted of sixty-two pre-service teachers who were enrolled in the “Written Expression” I and II courses in the 2013-2014 education year. The study was conducted both in Fall and Spring semesters. All writing activities were conducted in a digital environment.  The study results revealed that a majority (77%) of the pre-service teachers favored continuation of the screen-based writing instruction. The study supported that digital literacy is important and the advantages of screen-based writing instruction outweighed its disadvantages. Screen-based writing activities should be integrated into the courses and instruction materials of pre-service Turkish teachers’ education programs.


Screen-based writing, Writing instruction, Digital literacy, Pre-service teachers.

Paper Details

Paper Details
Topic Teacher Education
Pages 235 - 252
Issue IEJEE, Volume 7, Issue 2
Date of acceptance 01 March 2015
Read (times) 1155
Downloaded (times) 396

Author(s) Details

Mehmet TOK

Canakkale Onsekiz Mart University, Turkey


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