@article{2017,title={EVALUATION OF THE INSTRUCTIONAL PROGRAM IN TURKEY BASED ON THE PROCESS-BASED WRITING APPROACH},abstractNode={The role of relevantly prepared instructional programs is very important for the students to use their writing skills effectively. It is known that the program was prepared as of 2015 in Turkey considering the Process-Based Writing Approach in the field of writing instruction. As the process-based writing approach has recently been introduced into the writing instruction in our country, studies involving the evaluation of the existing program are rare and much needed. The aim of the present study in this context is to examine in depth the writing skills program applied to elementary school students in Turkey based on the teacher's views regarding how useful the program is in terms of teaching the students skills in writing. Descriptive phenomenology has been used in the study. The data in this study were collected with semi-structured interview questions and content analysis method was used for the analysis of the data. According to the results of the research, classroom teachers identified 294 discourses under five themes. These discourses include teachers’ thoughts about the importance of writing, teachers' thoughts about the current status of writing skills education, teachers' thoughts about the reasons that minimize the writing skills success of the students, teachers' thoughts about the reasons why the students do not like writing skills course and Teachers' thoughts about what needs to be done to improve the writing skills of students.},author={Ömer Faruk TAVŞANLI},year={2017},journal={International Journal of Language Academy}}