The Effect of Self-Regulation-Based Teaching on the Development of Pre- Service Teachers’ Reading and Writing Skills in English

Sevda Çimen; Meriç Tuncel

Makale detayları

The Effect of Self-Regulation-Based Teaching on the Development of Pre- Service Teachers’ Reading and Writing Skills in English

Yazarlar:

Sevda Çimen | Meriç Tuncel

Yayıncı:

Bartin University

Ana Başlıklar:

Curriculum Development in Education

Dergi:

Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.574-588

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345122

pISSN:

1308-7177

Anahtar kelimeler:

Özet:

 The aim of this study was to examine the effects of teaching based on self-regulation strategies on pre-service English language teachers achievement in the Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitudes towards reading, writing anxiety, attitudes towards writing, and self-efficacy beliefs. The study employed a quasi-experimental design with a paired pretest-posttest control group. Quantitative data were collected by using measurement tools related to pre-service teachers achievements, levels of self-regulation strategies, anxiety levels, attitudes, and self-efficacy beliefs before and after the application. According to the findings obtained as a result of the analysis, the achievement scores of the experimental group pre-service teachers are higher than those of the control group. In addition, it was observed that the experimental group pre-service teachers incorporated several self-regulation strategies into their learning process. In the measurement of pre-service teachers reading and writing anxieties, it was determined that the experimental group pre-service teachers anxiety levels were higher. It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.

 The aim of this study was to examine the effects of teaching based on self-regulation strategies on pre-service English language teachers achievement in the Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitudes towards reading, writing anxiety, attitudes towards writing, and self-efficacy beliefs. The study employed a quasi-experimental design with a paired pretest-posttest control group. Quantitative data were collected by using measurement tools related to pre-service teachers achievements, levels of self-regulation strategies, anxiety levels, attitudes, and self-efficacy beliefs before and after the application. According to the findings obtained as a result of the analysis, the achievement scores of the experimental group pre-service teachers are higher than those of the control group. In addition, it was observed that the experimental group pre-service teachers incorporated several self-regulation strategies into their learning process. In the measurement of pre-service teachers reading and writing anxieties, it was determined that the experimental group pre-service teachers anxiety levels were higher. It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.

 The aim of this study was to examine the effects of teaching based on self-regulation strategies on pre-service English language teachers achievement in the Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitudes towards reading, writing anxiety, attitudes towards writing, and self-efficacy beliefs. The study employed a quasi-experimental design with a paired pretest-posttest control group. Quantitative data were collected by using measurement tools related to pre-service teachers achievements, levels of self-regulation strategies, anxiety levels, attitudes, and self-efficacy beliefs before and after the application. According to the findings obtained as a result of the analysis, the achievement scores of the experimental group pre-service teachers are higher than those of the control group. In addition, it was observed that the experimental group pre-service teachers incorporated several self-regulation strategies into their learning process. In the measurement of pre-service teachers reading and writing anxieties, it was determined that the experimental group pre-service teachers anxiety levels were higher. It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.

 The aim of this study was to examine the effects of teaching based on self-regulation strategies on pre-service English language teachers achievement in the Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitudes towards reading, writing anxiety, attitudes towards writing, and self-efficacy beliefs. The study employed a quasi-experimental design with a paired pretest-posttest control group. Quantitative data were collected by using measurement tools related to pre-service teachers achievements, levels of self-regulation strategies, anxiety levels, attitudes, and self-efficacy beliefs before and after the application. According to the findings obtained as a result of the analysis, the achievement scores of the experimental group pre-service teachers are higher than those of the control group. In addition, it was observed that the experimental group pre-service teachers incorporated several self-regulation strategies into their learning process. In the measurement of pre-service teachers reading and writing anxieties, it was determined that the experimental group pre-service teachers anxiety levels were higher. It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.

Makale detayları

The Effect of Self-Regulation-Based Teaching on the Development of Pre- Service Teachers’ Reading and Writing Skills in English

Yazarlar:

Sevda Çimen | Meriç Tuncel

Yayıncı:

Bartin University

Ana Başlıklar:

Curriculum Development in Education

Dergi:

Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.574-588

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345122

pISSN:

1308-7177

self-regulation strategies

self-efficacy

anxiety

attitude

English achievement

Sayı

Makale detayları

The Effect of Self-Regulation-Based Teaching on the Development of Pre- Service Teachers’ Reading and Writing Skills in English

Yazarlar: Sevda Çimen | Meriç Tuncel

Yayıncı: Bartin University

Ana Başlıklar: Curriculum Development in Education

Dergi: Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.574-588

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001345122

pISSN: 1308-7177

self-regulation strategies

self-efficacy

anxiety

attitude

English achievement

Sayı

Yazarlar:

Sevda Çimen | Meriç Tuncel

Yayıncı:

Bartin University

Ana Başlıklar:

Curriculum Development in Education

Dergi:

Bartın University Journal of Faculty of Education Vol.14 Issue 2, pp.574-588

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345122

pISSN:

1308-7177