Abstract
This study was conducted to investigate the effect of education based on Self-Regulation Strategy Development Model on the writing skills development of 6th grade (middle school) students. In this study, a pretest-post-test, quasi-experimental method with control group was used. The sample of the study consists of 60 students enrolled in two public middle schools affiliated with Aksaray Central Provincial Directorate of National Education. These two schools were determined as experimental and control groups randomly. The implementation of the study, which included two groups designated as experimental and control groups, was completed in 12 weeks, 2 lesson hours per week. In the collection and evaluation of the data, narrative and informative texts written by students, the Attitude Towards Writing Scale (ATWS), the Self-Regulated Writing Scale (SRWS) and the Ranked Scoring Key for the Evaluation of Written Expression (RSKEWE) were used. SPSS 24 program was used to analyze the data. As a result of the study, it was seen that the experimental group students’ written expression skills, writing self-regulation skills and writing attitudes levels were significantly higher compared to the control group students’.
Highlights
Writing is a basic language skill required for the individual to adapt to the conditions of the age in our changing and developing world
This study aimed to determine whether there is a difference in writing achievement levels, attitudes towards writing, awareness of metacognitive writing skills and self-regulated writing skills of students who receive self-regulated writing education and students who receive education according to the current Turkish Lesson Teaching Curriculum
Development teaching was implemented, PLEASE and POWER strategies used in the writing of informative texts and the SPACE and W-W-W, What = 2, How = 2 strategies used in writing narrative texts are effective in the development of writing skills
Summary
Writing is a basic language skill required for the individual to adapt to the conditions of the age in our changing and developing world. Writing is defined as “explaining the feelings, thoughts, desires and events in our minds with various symbols in accordance with certain rules” (Güneş, 2014, p.157); “a person, an institution or a group turning their wishes, feelings, information, or message into text by using special symbols and codes that were previously developed jointly to share with others” (Yalçın, 2018, p.351). It can be seen from the definitions that writing provides communication between the author and the reader and it is an action that involves many cognitive, affective, and social features. Writing success depends on the individual’s acquisition of self-regulation skills and using these skills
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