The effect of self-regulation-based teaching on the development of pre- service teachers' reading and writing skills in English

This study aims to investigate the effects of self-regulation-based teaching on pre-service English teachers' achievement in Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitude towards reading, writing anxiety, attitude towards writing and self efficacy beliefs. The pretest- posttest matched control group design, one of the quasi-experimental design types, was used in the study. The quantitative data were collected through measurement devices on achievement, self-regulation-strategy levels, anxiety levels, attitudes, and self efficacy beliefs of pre-service teachers before and after the implementation. In the quantitative part of the research, focus group interviews were conducted with the experimental group using semi-structured interview questions about the implementation process. According to the findings, the achievement test results of the experimental group were higher than the control group results, and it was clear that pre-service teachers in the experimental group used self-regulation strategies more. Anxiety levels of the experimental group were revealed to be higher. It was also confirmed that both groups had high self-efficacy perceptions and showed significant attitudes towards reading and writing skills. In the focus group interview carried out with the experimental group, a positive opinion on the self-regulation-based teaching was reported by the experimental group pre-service teachers. They stated that the strategies used facilitated the course, increased their motivation and they tried to use these strategies in other courses. Referring to the results, it is suggested that training on self-regulation strategies can be given to prospective teachers in pedagogical content knowledge and subject matter knowledge courses. Additionally, practice for gaining strategies can be included in the curriculum from the early stages of education. Researchers who will study self-regulation strategies can conduct research based on both process and product evaluation through longitudinal studies.