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Dergiler / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Volume: 14 Issue: 2

The Effect of Self-Regulation-Based Teaching on the Development of Pre- Service Teachers’ Reading and Writing Skills in English

Sevda Çimen(ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ)0000-0002-3803-8608
Meriç Tuncel(BOLU ABANT IZZET BAYSAL UNIVERSITY)0000-0002-4816-9521
Sayfa
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Yayın Tarihi
2025-04-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.

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Amaç & Hipotez:The aim of this study was to examine the effects of teaching based on self-regulation strategies on pre-service English language teachers' achievement in the Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitudes towards reading, writing anxiety, attitudes towards writing, and self-efficacy beliefs.
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Temel Bulgular & Veri:Quantitative data were collected by using measurement tools related to pre-service teachers' achievements, levels of self-regulation strategies, anxiety levels, attitudes, and self-efficacy beliefs before and after the application.
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Sonuç & Katkı:It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:self-regulation strategies · self-efficacy · anxiety

Abstract

The aim of this study was to examine the effects of teaching based on self-regulation strategies on pre-service English language teachers' achievement in the Advanced Reading and Writing I course, use of self-regulation strategies, reading anxiety, attitudes towards reading, writing anxiety, attitudes towards writing, and self-efficacy beliefs. The study employed a quasi-experimental design with a paired pretest-posttest control group. Quantitative data were collected by using measurement tools related to pre-service teachers' achievements, levels of self-regulation strategies, anxiety levels, attitudes, and self-efficacy beliefs before and after the application. According to the findings obtained as a result of the analysis, the achievement scores of the experimental group pre-service teachers are higher than those of the control group. In addition, it was observed that the experimental group pre-service teachers incorporated several self-regulation strategies into their learning process. In the measurement of pre-service teachers' reading and writing anxieties, it was determined that the experimental group pre-service teachers' anxiety levels were higher. It was figured that both groups had high self-efficacy perceptions and showed significant attitudes toward reading and writing skills.

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Bu Makaleye Atıf Yap

Çimen, S., Tuncel, M. (2025). The Effect of Self-Regulation-Based Teaching on the Development of Pre- Service Teachers’ Reading and Writing Skills in English. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Volume: 14 Issue: 2. https://doi.org/10.14686/buefad.1430684

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