摘要：The aim of this study is to investigate the effects of digital story writing on writing anxiety,writing self-efficacy and writing sensitivity of 6th grade students in secondary school. The model of the study is a pre-test and post-test matched control group design,one of the quasiexperimental designs. The study was applied on the 6th grade students in a school affiliated with the Uludere District National Education Directorate of Şırnak in the first semester of the 2018-2019 academic year. The study lasted eight weeks. Writing self-efficacy,writing anxiety and writing sensitivity scales were used to collect the data. These scales were applied as pretest and posttest design and the data were analyzed by using a computer program and the difference between pretest and posttest design.At the end of the study,a significant difference was observed between the pretest and posttest scores of all tests applied to the experimental group. In the control group,while there was a difference between the pretest and posttest scores of the writing anxiety and writing sensitivity tests,it was concluded that there was no difference between the pretest and posttest scores of the four sub-dimensions of writing self-efficacy and writing self-efficacy..
其他摘要：Bu çalışmanın amacı ortaokul 6. sınıf öğrencilerinin dijital öykü yazarlığının yazma kaygısına,yazma öz yeterliğine ve yazma duyarlılığına etkisini incelemektir. Araştırmanın modeli yarı deneysel desenlerden ön test-son test eşleştirilmiş kontrol gruplu d
关键词：digital story writing;writing anxiety;writing self-efficacy;writing sensitivity
其他关键词：dijital öykü yazarlığı;yazma kaygısı;yazma öz yeterliği;yazma duyarlılığı.
