Effectiveness of self regulation based teaching in the development of reading and writing skills

The aim of this research is to examine effectiveness of self regulation based teaching in the development of reading and writing skills. Pre-test-post-test control group design of experimental method wasused in thestudy. As a data collection tool, "Foreign Language Learning Anxiety Scale" developed by Horwitz, Horwitz ve Cope (1986), "A1 Reading Test" developedby ÖNCE (2012), "Rubricfor Writing-Elemantary/Intermadiate" developed by Fry, Kressand Fountoukidis (2000) were used. At the beginnig end of the study academic achievement test is re-applied. In the line with this aim, the participants of the present study consisted of 44 high school students, studying at 9 thgrades during 2014-2015 Academic year at Anatolian Vocational High School in Bolu. This study took ten weeks in the first term of 2014-2015 education year. In this process reading and writing test swereapplied to experimental students. The results of the tests were checked very week by researcher and necessary feedback was given. The following conclusions are reached as a result of the research; Reading and writing achievement of the sample group increased significantly depending on the instruction in tagreted with self-regulated learning. Statistically significant difference was found between control and sample groups in reading and writing test. The view of sample group students about self-regulated learning program were investigated that; Students expressed their positive opininons about; realize to be successful with studying, rising exam results, progress in reading and writing, reducing anxiety of tests, improving English, began to love English, Students expressed their negative opininons about; selecting writing and reading skills into program, weekly quizes. Inconclusion, Self regulated learning was positively affected English reading and writing skills. Key Words: Self regulation, Reading and Writing