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

Abstract

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.