Includes bibliography (113-118 p.)

' Writing is a very important stage in acquiring a foreign language. It gives opportunities for language practice and provides a way of checking on the students' understanding of what has been taught. In spite of this, it is rare to given necessary importance to writing in language classes. In order to write well, students need sufficient time to practice writing. However the time is restricted for writing in the classrooms by the EFL teachers. It is not provided an opportunity for students to practice writing. This causes difficulties and errors in writing. The present study investigates the common errors in writing that Turkish students make in English as a Foreign Language classes. Also, it aims to discover the reasons for having difficulties in Writing and the possible ways in which how to improve students' writing in EFL classes. The samples of this action research were selected from three different classrooms: Lycee 1, 2, and 3 in Iskele Ticaret Lisesi. From each three classes ten participants were randomly selected. Total of Efl students were observed. Students' writing assignments were the most appropriate instrument for obtaining the writing errors. Thus, total of 150 writing assignments were examined. The data analysis involved qualitative methodological and triangulation since different methods, including student questionnaires, student interviews, and student assignments were used to collect the data. The findings of this study revealed that higher secondary school students had difficulties with the correct use of vocabulary, spelling, prepositions, articles, word order, and the use of the verb "to be". The majority of the errors were made in spelling, vocabulary, prepositions and articles. The study also showed that the reasons for having difficulties in writing could be divided into four categories, which are as follow: (1) Psychological reasons, (2) insufficient time spent on reading and writing, (3) insufficient vocabulary, and (4) L1 interference. The findings also revealed that in order to improve students writing, students should be provided with sufficient time to practice writing, especially free writing. Besides, reading is a significant input for the language acquisition of writing. It improves students' vocabulary which will lead to improved writing skills. Furthermore, conferencing could be effective for students' writing development. Also, the teaching of phonics and practicing pronunciation will facilitate the writing. In addition, the study revealed that EFL teachers should encourage students to overcome their negative attitudes towards writing. An atmosphere of trust should be built in the classrooms. Teachers' suggestions should guide, not dedicate. Also, grading assignments promoted students' resistance to the use of the language structures. Therefore, writing assignments should not be graded.'

1 INTRODUCTION

Background of the Problem

Statement of the Problem

Purpose of the Study

Research Questions

Importance of the Study

Definition of Terms

6 LITERATURE REVIEW

History of Teaching Writing

Process and Product Approach in EFL Writing

Approaches to Teaching Writing

Integrating Reading and Writing for Effective Language Teaching

Finding a Place for Grammar in Writing

The Influence of Vocabulary on Successful Writing

Issue that Effect Language Learning

Contrastive Relation between L1 and L2

Negative Attitude towards Writing

Affective Domain

Individual Differences

Cultural Factors

47 METHODOLOGY

Research Design

Treatments

The Sample

Instrumentation

Writing Assignment

Student Questionnaire

Student Interview

Data Collection Procedures

Initiating Contact

Writing Assignment Procedure

Student questionnaire Procedure

Student Interview Procedure

59 FINDINGS AND DISCUSSION

Introduction

Findings from the Written Assignments

Results of Lycee 1 Students

Results of Lycee 1 Students

Results of Lycee 2 Students

Results of Lycee 3 Students

Findings from the Students Questionnaire

Findings from the Student Interview

Discussion

104 SUMMARY,CONCLUSION AND RECOMMENDATIONS

Summary

Selected Findings

Conclusion

Recommendations

112 BIBLIOGRAPHY

118 APPENDICES