Self-regulated strategy development model for the development of writing skills: An action research

In this study Self-Regulated Strategy Development Model was applied to develop writing skills of 7th grade students in secondary school for persuasive and narrative texts, and it was tried to determine the effect of this model on the development of their written expression skills and their views about the application. The study was discussed with a method in which researching and applying a new model were intertwined. Thus, out of qualitative research methods, this one was designed as an action research in subject and nature. The application of the research was made in a school in Hendek, Sakarya within 24 weeks. In the application process, it was benefited from student and researcher diaries, student work sheets, observation notes, video and audio records, interviews with students and Turkish teacher as data collection tools. These data collected were analysed with content analysis and descriptive analysis. At the end of the application, it was detected that most of the students in class employed writing skills for texts well and partially at a good level, and half of class used self-regulation strategies well and partially at a good level. It was deduced that most of the students used writing strategies and self-regulated strategies well and partially at a good level for narrative texts. This model applied provided the students for making a significant progress for they employed persuasive and narrative text elements in writing expression. This application performed depending on the views obtained from the students, removed their negative emotions for writing, made the lessons entertaining, became useful in Turkish and other lessons and daily life as well, enabled the students to write longer texts and do planning when writing. Key Words: Self-Regulated Strategy Development Model, self-regulation strategies, writing strategies, persuasive texts, narrative texts.