Flute students self-regulated strategies in sight reading

The self-regulation-based learning concept is formed by individuals' self-learning and their desire to organize when they feel their learning needs. Self-regulated learning can be expressed as all kinds of tactics, strategies and techniques that an individual uses to learn by himself. The student's use of cognitive strategies indicates that he or she has had an effective study process. In addition, the student should be able to develop special strategies for different problems he will encounter. In this process, the student should be able to evaluate his own performance by observing and reach the solution by developing the right strategies. With this thought, in this research it was aimed to determine how flute students evaluate the sight-reading process, the self-regulated learning strategies they use for the problems they encounter, and the students' opinions about it. For this purpose, interviews were conducted using structured interview technique with 16 flute students studying at Istanbul Mimar Sinan University State Conservatory, Ankara Hacettepe University State Conservatory and Bursa Uludağ University State Conservatory. In order to obtain the research data, a structured interview form consisting of 11 questions was prepared by the researchers. In addition, a piece that they've never played before was given to the students to make sight reading. Sight reading videos of each student were observed with a structured observation form. In the analysis of the data obtained from the observations and interviews, content analysis was made, and as a result of these analyzes, certain themes and codes were reached. Although there are different studies on self-regulated learning and instrument performance in the literature, the lack of a previous study on the concept of self-regulated learning strategies in the flute instrument and sight-reading process constitutes the importance of this research. As a result of this study, it was determined which study strategies flute students used in the self-regulated learning and sight-reading process, the importance of continuing their studies by concentrating on the problems, which strategies they applied in the difficulties they encountered, and how important the sight-reading was reached. According to the data obtained from the observations and interviews, it was determined that there were differences in the behaviors of the students during the sight reading process. In addition, as a result of the research, it was concluded that the mistakes made in the sight reading process affect the next stage, the study process, unless they are repaired in this process. Key Words: Flute education, self-regulated learning, self-regulated learning strategies, sight reading.