Türkçenin İkinci Dil Olarak Öğretiminde Dengeli Okuma Yazma Yaklaşımı Yazma Süreci Modelinin Uygulanması*

In teaching Turkish as a second language, various challenges emerge in achieving a balanced and efficient development of basic skills. One major challenge is the development of writing skills. Research suggests that writing skills tend to develop more slowly than other skills in learning Turkish as a second language For this reason, this study attempts to solve the problems faced by learners of Turkish as a second language in learning and using writing skills efficiently through the Writing Process Model. That this model utilizes real-life experiences to overcome the learning problems and offers suggestions for instructors and researchers who share common challenges stands as a prominent feature of this study. Using this model, an action research design covering eight action plans was implemented with ten learners of Turkish in B1, B2 and C1 levels between December 12, 2022, and May 5, 2023. The research benefitted from qualitative data which were obtained through observations, interviews, reflective journals, and the documents produced during in-class activities. Descriptive analysis and content analysis were used to interpret the data. The findings revealed that the writing process model had a positive impact on the development of writing skills, in both form and content. It was observed that learners who were initially reluctant to engage in writing activities and hesitant to write in class became more willing to participate over time. Another finding is that students were able to integrate their reading, speaking, and listening skills within the activities implemented as part of the model.