Primary school fourth grade opinions on self-regulatory writing skills

The purpose of this research is to examine primary school students' views on self regulated writing skills. The research was carried out with 52 fourth grade students studying in a primary school in the Şehitkamil District of Gaziantep in the 2021-2022 academic year. A case study model was used for the research. A total of four weeks was allocated to collect the research data. In the research, a semi-structured interview form consisting of six open-ended questions and the "Story Writing Activity Form" developed by the researcher to support the obtained data were used as data collection tools. The analysis of the data was made with content analysis, and as a result of the analysis, five main themes were found. The reliability of the themes was found by calculating the 'Reliability Formula' of Miles and Hubermann (1994). Then, five main themes were divided into sub-themes and student opinions were interpreted. Findings consist of five titles: "Findings Related to Motivation", "Findings Related to Goal Setting", "Findings Related to Support", "Findings Related to Monitoring the Process" and "Findings Related to Control". The sub-headings in the finding related to motivation; Do you like writing activities?, Where do you write?, In what environment do you write? shaped; The sub headings in the findings related to goal setting are text types, determining writing items, determining writing purposes; sub-headings in the findings related to support, what kind of path do you follow while writing, what do you pay attention to, which subjects do you have the most problems with while writing? sub-headings in the finding about support, what do you do when you have a problem?; The sub-headings in the findings related to control were formed as what they did when the writing practices were finished, and what they felt when they wrote a good article. When the data obtained as a result of the research were examined, it was determined that student views on self-regulatory writing skills were in the direction of goal setting, motivation, support, process monitoring and control. In addition, it has been observed that students give importance to formal features rather than content while writing.