International Journal of Education & Literacy Studies

ISSN: 2202-9478
www.ijels.aiac.org.au

The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students

Tuncay Türkben*
Department of Turkish Education, Aksaray University, Aksaray, Turkey
Corresponding author: Tuncay Türkben, E-mail: [email protected]

ARTICLE INFO ABSTRACT

Article history This study was conducted to investigate the effect of education based on Self-Regulation
Received: February 12, 2021 Strategy Development Model on the writing skills development of 6th grade (middle school)
Accepted: April 15, 2021 students. In this study, a pretest-post-test, quasi-experimental method with control group was
Published: April 30, 2021 used. The sample of the study consists of 60 students enrolled in two public middle schools
Volume: 9 Issue: 2 affiliated with Aksaray Central Provincial Directorate of National Education. These two schools
were determined as experimental and control groups randomly. The implementation of the study,
which included two groups designated as experimental and control groups, was completed in
Conflicts of interest: None 12 weeks, 2 lesson hours per week. In the collection and evaluation of the data, narrative and
Funding: None informative texts written by students, the Attitude Towards Writing Scale (ATWS), the Self-
Regulated Writing Scale (SRWS) and the Ranked Scoring Key for the Evaluation of Written
Expression (RSKEWE) were used. SPSS 24 program was used to analyze the data. As a result of
the study, it was seen that the experimental group students’ written expression skills, writing self-
regulation skills and writing attitudes levels were significantly higher compared to the control
group students’.

Key words: Turkish Education, Writing Education, SRSD Model, Self-regulation Strategies,
Attitude

INTRODUCTION with others” (Yalçın, 2018, p.351). It can be seen from the
Writing is a basic language skill required for the individual definitions that writing provides communication between
to adapt to the conditions of the age in our changing and de- the author and the reader and it is an action that involves
many cognitive, affective, and social features. According to
veloping world. Writing skills also play an important role in
Müldür (2017), there are three basic processes of writing.
the acquisition of learning and innovation skills, knowledge,
The first is the stage of generating ideas from the accumula-
media and technology skills, and life and professional skills
tion existing in the mind or obtained through research. The
which are called the 21st century skills. In this context, writ-
second process covers the complete expression of the ideas
ing is an important learning area that needs to be acquired
produced and their translation and editing. The third process
and developed for the individual to gain skills that aim to
is reviewing. Good writing is a complex process in which
continue learning processes both in school and life outside
self-regulation and strategic thinking play an active role
of school (Bal, 2018). The high-level thinking skills aimed
(Bayat, 2019). Writing success depends on the individual’s
to be acquired in the curriculum and the writing skill, which
acquisition of self-regulation skills and using these skills.
also contributes to the development of other basic language
skills, should be developed as a whole with other language
skills (MEB, 2019; Türkben, 2021a). However, this skill area Self-Regulated Writing and Education
requires simultaneous application of many skills and has a It is important for students to gain self-regulation learn-
complex structure that develops late and difficult compared ing skills in school environment to increase their academ-
to other language skills (Çağlayan Dilber, 2014; Dilidüzgün, ic success and to improve the learning process. It is stated
2020; Güneyli, 2016; Harris et al., 2002; Türkben, 2021). that having proficiency in the field of writing requires hav-
Writing is defined as “explaining the feelings, thoughts, ing a high level of self-regulation skills (Zimmerman &
desires and events in our minds with various symbols in ac- Riesemberg, 1997). According to Winne and Perry (2000),
cordance with certain rules” (Güneş, 2014, p.157); “a per- the learning process of self-regulation consists of identifying
son, an institution or a group turning their wishes, feelings, goals, making a goal-oriented plan, implementation of the
information, or message into text by using special symbols plan, metacognitive control, and regulation. According to
and codes that were previously developed jointly to share Zimmerman (2002), based on the social cognitive learning

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Copyright (c) the author(s). This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/)
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The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students 53

theory, learning consists of three cyclical stages: forethought, together in the process. The SRSD teaching model is de-
performance, and self-reflection. Zimmerman and Kitsans signed to gradually shift the responsibility of using strate-
(2007) explain the act of writing according to these three gy from teacher to student. Schunk and Zimmerman (2007)
stages. The forethought phase includes task analysis and also state that gradual skill acquisition is one of the most ef-
motivational beliefs. In task analysis, the author sets goals fective ways to acquire writing skills and improve students’
for themselves and determines the strategies to use accord- self-regulation processes. The SRSD teaching model shows
ingly. Motivation also plays an important role in self-reg- how to conduct strategy teaching effectively, systematically
ulated learning. Motivational beliefs such as self-efficacy, and step by step, thus it ensures that the critical steps in the
outcome expectations, intrinsic interest or valuing, and goal strategy teaching process are not missed. SRSD makes stu-
orientation underlie the determination of goals and planning dents’ writings more qualified by enabling learners to devel-
strategies. In the performance stage, the individual turns op a positive attitude towards writing, to include sufficient
what they planned in the forethought phase into action. The details and make effective observations, and contributes to
performance stage consists of two sub-stages: self-control the experience of high-level cognitive processes while writ-
and self-observation. There are strategies used by successful ing (Uygun, 2012, pp. 54-55).
writers in the writing process. These include cognitive strat- SRSD teaching consists of six steps and can be used in
egies (involving the individual’s editing of plans and trans- teaching all writing strategies. The practice done by follow-
lating them into text, and drafting), goal setting and planning ing the steps of mobilizing prior knowledge, discussing the
(including when and how to achieve the goals and sub-goals strategy, modeling, memorizing the strategy, supporting the
set for planning), self-teaching (the author’s speaking loudly strategy, and writing independently, enables students to use
and silently during the writing process), focusing attention strategies independently (Harris & Graham, 1999; Harris &
and organizing the environment (reflects focusing through- Pressley, 1991; Harris et al., 2008; Gracia & Hidalago, 2006;
out the writing process; choosing and organizing an effective Lienemann & Reid, 2006; Milford & Harrison, 2010). These
environment to avoid distractions), modeling (the author stages are designed as a framework for teaching. In the stage
takes as an example of someone who can be a model in the of mobilizing the prior knowledge, the development of pre-
writing process), seeking social support (the author’s request requisite knowledge and skills specific to the type of writing
of help from friends, peers, family, etc.), documenting and necessary for students to understand and use the strategy suc-
self-monitoring (monitoring self, finding misspelled words cessfully takes place. At this stage, self-regulation strategies
by the author, taking notes on how many pages written, etc.), including goal setting are introduced to students (Graham &
self-evaluation (author’s self-evaluation of the product and Harris, 2005). Students learn how to use these strategies in
process using certain criteria), self-rewarding and punish- the writing process (Zunbrunn, 2010). During the discussion
ment (rewarding or punishing oneself depending on whether phase, students discuss the aims and benefits of the strategy
the author achieved the goals or not), searching for infor- by taking into account their writing performance. When and
mation and reviewing records (researching and collecting how to use strategies, graphic organizer and reminder are em-
information on the subject based on the author’s readings phasized (Harris et al., 2002, p.112). In the modeling phase,
and observations), mental design (is about the author’s vi- the teacher models for the students by using techniques re-
sualization of what he will write in his mind). The self-re- ferred to as thinking aloud, speaking to himself, and cogni-
flection stage is the final stage which has two sub-stages: tive modeling. In the phase of memorizing the strategy, the
self-judgment and self-reaction. Self-judgment includes the code of the strategies is taught so that students automatically
individual’s evaluation of their performance and charac- remember the steps in the strategy and the instructions they
teristics, while self-response includes self-satisfaction and have determined for the self-regulation strategies they can
adaptive inferences (Graham & Harris, 2000; Zimmerman use in the writing process (Santangelo et al., 2008, pp.82-84).
& Kitsantas, 2007; Zimmerman & Martinez-Pons, 1986; Students work in small or large groups in the supporting the
Zimmerman & Risemberg, 1997; as cited in Müldür, 2017). strategy phase. When necessary, they receive support from
Students overcome the writing task through self-regulation teacher regarding the implementation of the strategies. The
strategies they apply in the writing process such as monitor- teacher also monitors the process and supports the develop-
ing, planning, reviewing, and evaluating. ment of writing skills by providing feedback (De La Paz,
Researchers have put forward different models based on 2001, p. 239). In the independent writing phase, students
self-regulation to improve writing skills. One of the models perform independent writing, with little or no support, and
used in the writing process is the “Self-Regulatory Strategy without graphic organizers. These stages can be rearranged,
Development (SRSD)” model. According to Harris (2005, combined, or repeated based on the needs of the students (De
as cited in Çağlayan Dilber, 2014, p.70), Self-Regulation La Paz, 2001, p. 235). The purpose of SRSD teaching is to
Strategy Development (SRSD) aims to “master the high-lev- enable students to specialize in metacognitive skills such as
el cognitive process involving text creation, to use writing planning, writing, reviewing, and editing, to improve their in-
strategies effectively, autonomously, reflectively and with dependent writing and skills for monitoring their writing, and
self-regulation, to know the features of good writing, and to help them develop positive attitudes about themselves and
to have a positive attitude towards writing and about his/ their writing (Graham & Harris, 2005, p.11).
her own abilities as a writer.” This model promotes that When the literature is examined, it was observed that
self-regulation and writing strategies should be taught the number of studies on self-regulated learning skills has
54 IJELS 9(2):52-65

increased recently both nationally and internationally. skills, and SLD YES (PLEASE) and POY DD (POWER)
The literature search showed that, studies on direction of strategies will be tested in the development of informative
learning based on self-regulation focused on writing skills text writing skills in 6th grade students. It is thought that
(Almazloum, 2018; Berry & Mason, 2012; Can, 2016; Chalk strategy education based on self-regulation will be effective
et al., 2005; De La Paz & Graham, 1997; De La Paz, 1999; in the development of students’ writing skills, attitude, and
De La Paz & Graham, 2002; Eissa, 2009; Fischer, 2002; motivation towards writing. This study will contribute to the
Glaser & Brunstein, 2007; Graham & MacArthur, 1988; body of knowledge in the field as studies on self-regulated
Graham et al., 2005; Mason et al. 2006; Mason & Shriner, writing are limited.
2008; Müldür, 2017; Saddler et al., 2004; Saddler, 2006;
Saddler & Asaro, 2007; Sexton et al., 1998; Sperger, 2010;
The Aim of the Research
Tolaman, 2017; Tracy et al., 2009; Uygun, 2012; Welch,
1992; Zumbrunn, 2010; Zumbrunn & Bruning, 2013), This study was conducted to determine whether there is a
reading skills (Kayıran, 2014; Mason, 2002; Souvignier significant difference between the skills of 6th grade students
& Mokhlesgerami, 2006; Turkben, 2019; Uyar, 2015), lis- who receive self-regulated writing teaching and students
tening skills (Mareschal, 2007; Zeng & Goh, 2018) and who receive education based on the Turkish Lesson Teaching
speaking skills (Aregu, 2013; El-Sakka, 2016; Mahjoob, Curriculum. In line with this main purpose, the study sought
2015). An examination of the findings of the studies shows answers to the questions listed below:
that strategies based on self-regulation are effective in the 1. Is there a significant difference in the achievement
development of language skills. In addition, there are also scores of written expression skills (general) in favor of
quantitative (relational, descriptive and survey type) studies the experimental group between the students who were
examining the variables related to self-regulated learning in the self-regulated writing education group and the
(motivation, metacognition, attitude, and academic achieve- students in the teaching writing with traditional methods
ment) (Adıgüzel & Orhan, 2017; Aktan, 2012; Altun, 2005; in line with the Turkish Lesson Teaching Curriculum?
Cabı & Yalın, 2011; Cera et al., 2013; Dent & Koenka, 2016; 1.1. Is there a significant difference in favor of the ex-
Dursun Sürmeli & Ünver, 2017; Gouin, 2012; Hashempour perimental group between the achievement scores
& Ghonsooly, 2015; Kaya, 2019; Özbay, 2008; Pintrich & De in narrative writing?
Groot, 1990; Sieben, 2013; Soureshjani, 2011; Tılfarlıoğlu 1.2. Is there a significant difference in favor of the ex-
& Delbesoğlugil, 2014; Turan & Demirel, 2010; Üredi & perimental group between the achievement scores
Üredi, 2005; Üredi & Erden, 2009; Yalçın & Karadeniz, in writing informative texts?
2016; Yüksel, 2013), measuring the effect of different learn- 2. Is there a significant difference in the achievement
ing methods and techniques on self-regulation (Arsal, 2010; scores of attitudes towards writing in favor of the ex-
Arslan, 2008; Güvenç, 2010; Hatami, 2015; Karaoğlan perimental group between the students who were in the
Yılmaz et al., 2018; Koç & Shirtssiz, 2009; Platt, 2016; self-regulated writing teaching group and the students
Salvador de Arana, 2018; Sever, 2019; Talan & Gülseçen, in the teaching writing with traditional methods in line
2018), examining the effect of self-regulated education on with the Turkish Lesson Teaching Curriculum?
academic achievement (Arslantaş & Kurnaz, 2017; Doostian, 3. Is there a significant difference in the achievement
Fattahi, Goudini, A’zami, Massah, & Daneshmand, 2014; scores of self-regulated writing skills in favor of the ex-
Jeweler Vardar & Arsal, 2014; Schraw et al., 2006; Yıldız perimental group between the students who were in the
& Saban, 2016), scale development or adaptation based on self-regulated writing education group and the students
self-regulation (Aydın et al., 2013; Celikkaleli & Yildirim, in the teaching writing with traditional methods in line
2015; Kocdar et al., 2018) in the literature. It is seen that with the Turkish Lesson Teaching Curriculum?
many national and international studies focusing on self-reg-
ulation were conducted. METHOD
Studies on self-regulated learning and writing skills re-
veal that SRSD teaching is a strong teaching approach. The Research Design
SRSD teaching model proposes various writing strategies. In this study aiming to determine the effect of self-regu-
These strategies include organizing the writing process, plan- lated writing education on middle school students’ written
ning, and editing the text. Although there are many interna- expression skills, a pretest-post-test, quasi-experimental
tional studies on the subject, it is seen that a limited number method with paired control group was used. It is difficult
of studies have been conducted in our country. When inter- to create similar or equivalent groups due to the problems
national studies are examined, it is seen that the strategies arising from the environment in which the study is conduct-
are effective in the development of writing skills of both stu- ed. In this design, the researcher has to assign one group as
dents with learning difficulties and students without learning the experimental group and the other group as the control
difficulties. There are many scientifically tested strategies group randomly based on certain variables (Büyüköztürk
regarding the writing of different text types (Jacobson & et al., 2015, p. 208). Pre-test is done simultaneously in both
Reid, 2007; Graham & Harris, 2005). In the present study, groups. Then the experimental procedure is implemented in
KAOST (SPACE) and K6N (W- W- W, What = 2, How = 2) the experimental group while no intervention is done in the
strategies will be tested in the development of story writing control group (Sönmez & Alacapınar, 2013, p. 60). Using
The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students 55

pretests in the model helps to determine the similarities of Uygun (2012) was used in the current study. The items in
the groups before the experiment and to interpret the post- the ranked scoring key were prepared in a way that allows
test results accordingly (Karasar, 2017, p. 132). for evaluation of the story and the informative written ex-
The study was conducted in two public schools in the city pression practices that students would be asked to engage
of Aksaray. Since the study was carried out in public schools in during the implementation. There are a total of 12 items
and artificial classrooms could not be formed in these in the ranked scoring key and these items are scored as
schools, random method was not used for the experimental “1, 2, 3”. For the validity of the scoring key, the opin-
and control groups. The results of the pre-tests showed no ions of five field experts and three classroom teachers were
significant difference between the students in both schools sought. For the reliability of the ranked scoring key, 5th
(see Table 1). Thus, one of the groups was determined as the grade students were asked to write narrative and informa-
experimental group and the other as the control group ran- tive texts. These texts were scored by three field experts
domly. The symbolic view of the quasi-experimental study separately. Then, the inter-rater reliability was checked.
used in the study is given in Table 2. For inter-rater reliability, Kendall’s coefficient of concor-
dance was used since the number of raters was more than
Sample of the Study two. In the analysis, Kendall’s coefficient of concordance
was found to be W = .83. According to this result, it was
The sample of the study consists of 60 students in the 6/A co-
seen that there was a high level of agreement between the
hort at Private Administration Middle School and in the 6/B
raters.
cohort at Güller Ceylan Acar Middle School under Aksaray
Central Provincial Directorate of National Education.
Table 1. T-Test results of the pre-test scores of control
Necessary permissions were obtained from the Aksaray
and experimental groups
Provincial Directorate of National Education to conduct the
study in these schools, and care was taken to ensure that the Scale Group M SD df t p
determined schools were at a medium level socioeconomi- Narrative Control 20.87 4.95 58 4.946 0.503
cally. There are two cohorts in both schools. Considering the Text Writing Experimental 21.67 4.22
sizes of the cohorts, gender distribution in the cohorts and Informative Control 18.87 4.15 4.150 0.601
the academic achievement points in the Turkish course at Text Writing Experimental 19.40 3.68
the end of the semester, one cohort was selected from each
Attitudes Control 86.83 9.13 9.135 0.381
school. Using the random method, the 6/A cohort at Private towards
Administration Secondary School was determined as the ex- Experimental 84.87 8.10
Writing
perimental group and the 6/B cohort at Güller Ceylan Acar
Self- Control 71.13 6.99 6.996 0.818
Secondary School was determined as the control group. Regulated
In the pre-test, there was no significant difference in the Experimental 71.53 6.38
Writing
achievement scores between the two groups. Self-regulated
*Significance at the .05 level **Significance at the .01 level
writing education was implemented in the experimental
group and writing exercises in line with the Turkish Lesson
Table 2. Semi-experimental research design with pretest-
Teaching Curricula were implemented in the control group.
post-test control group
The distribution of students in the study group by gender is
given in Table 3: Group Pretest Experimental Post-test
Procedure
Control WEAS Writing Practices according WEAS
Data Collection Instruments and Methods ATWS to the Turkish Lesson ATWS
Measuring written expression skills SRWS Teaching Curriculum SRWS
Experimental WEAS Self-Regulated Writing WEAS
The Informative Text Writing Scale and Narrative Text
ATWS Practices ATWS
Writing Scale used in the study were prepared by the re- SRWS SRWS
searcher. To measure students’ written expression skills,
WEAS = Written Expression Assessment Scale (Informative Text
subjects suitable for both informative and narrative text Writing Scale / Narrative Text Writing Scale)
types were determined according to student levels. For ATWS = Attitude towards Writing Scale
the measurement tools prepared, two experts in the field SRWS = Self-Regulated Writing Scale
of Turkish education and an expert who is a doctoral can-
didate in the field of assessment and evaluation were con- Table 3. Distribution of students in experimental and
sulted for feedback, and after the necessary corrections, the control groups by gender
scales were finalized with five subjects in each measure- Gender Experimental Group Control Group
ment tool. n % n %
The studies, scales, and publications in the literature re- Female 16 53.3 15 50
garding the evaluation of the texts written by the students
Male 14 46.6 15 50
were reviewed. After the review, the Ranked Scoring Key
for Assessing Written Expression (RSKAWE) prepared by Total 30 100 30 100
56 IJELS 9(2):52-65

Measuring writing attitudes Data Analysis

The measurement tool developed by Can and Topçuoğlu SPSS 24 package program was used to analyze the data.
(2017) was used to determine the effects of self-regulated Prior to the analysis of the data according to the problems
writing education on students’ writing attitudes. In develop- of the research, the suitability of the data for analysis was
ing the scale, expert opinion was sought after on the draft examined. For this, the assumption of normality of the data,
form consisting of 38 items prepared by the researchers to which is one of the first assumptions, was examined. For
determine the content validity. Then, to determine the con- this, a Shapiro-Wilk normality test was used. Then, in the
struct validity, exploratory and confirmatory factor analy- second stage, the equivalence of the initial conditions of the
ses were completed. The exploratory factor analysis results groups was examined according to the pre-test results of the
showed that the scale is three-dimensional with 23 items control and experimental groups specified in the quasi-ex-
consisting of 10 items on “interest”, 6 items on “perception” perimental design of the research. In the third stage, it was
and 7 items on “contribution”. The goodness of fit values examined whether there was a difference between the post-
(x2/sd = 2.19, RMSA = 0.097, GFI = 0.75, SRMR = 0.091, test scores of the control groups that did not receive the in-
CFI = 0.79, NNFI = 0.76, RMR = 0.071) obtained in the tervention according to the quasi-experimental design of the
confirmatory factor analysis show that the scale is structur- research. In addition, the differences between the pretest and
ally valid. The Cronbach Alpha coefficient of the scale was post-test scores of the experimental groups were examined
found to be 0.891. under separate headings according to the research questions.
For this analysis, the difference between means test was con-
ducted for dependent and independent groups. Accordingly,
Measuring self-regulated writing skills
it was examined whether there was a difference as a result of
The Self-Regulated Writing Scale developed by Müldür the experimental change between the control and experimen-
(2017) was used to determine students’ self-regulation tal groups. In the continuation of this section, the reliability
skills for writing. During the development phase of the coefficients of the scales were recalculated according to the
scale, an exploratory factor analysis was completed to results obtained from each scale.
examine the construct validity and factor structure of the
scale. As a result of the exploratory factor analysis, it was
Experimental Application Process
determined that the scale was three-dimensional with 21
items consisting of 6 items on “effort”, 6 items on “mon- In this study, the effect of self-regulated writing education
itoring and managing the process”, 5 items on “getting on informative and narrative writing skills was investigated.
help” and 4 items on “generating ideas”. The factor loads Necessary information was provided to teachers and parents
of 21 items in the scale vary between .41 and .78. It can before the application. The appropriate cohorts for the ap-
be said that this is important in terms of showing the rep- plication were determined as a result of meetings with the
resentativeness power of the items in the scale. The scale authorities of the institution and the necessary arrangements
was created as a 5-point Likert scale with the ratings of “I were made by the practitioner in advance. The application
never do: 1”, “I rarely do: 2”, “I occasionally do: 3”, “I of- was carried out in 12 weeks with 2 lessons per week. Writing
ten do: 4” and “I always do: 5”. After the exploratory fac- achievement scale (informative text and narrative text writ-
tor analysis completed on the scale; a confirmatory factor ing), writing attitude scale and self-regulated writing scale
analysis was completed. It was found that χ2 / df = 290.309 were applied to both experimental group and control group
/ 183 = 1.586, RMSEA = 0.044, GFI = 0.916, AGFI = students before the study. Then, writing strategies in line with
0.894, CFI = 0.927 and NFI = 0.827. The Cronbach Alpha self-regulation were applied on narrative texts for 6 weeks,
coefficient was calculated to determine the reliability of and the story writing scale was applied at the end of 6 weeks.
the scale consisting of 21 items. The internal consistency Afterwards, informative text writing strategies were taught in
coefficient for the first sample was calculated as 0.85. As a line with learning based on self-regulation, and the informa-
result, it shows that this scale can be used to evaluate the tive text writing scale was applied 6 weeks later. The scales
self-regulation skills of middle school students (6-8th grade applied as a pre-test were applied as a post-test in the same
students) for writing. week. The gradual responsibility transfer model has been ad-
opted in the teaching of strategies. The teacher applies the
strategies as a role model, and the student observes the imple-
Reliability Analysis of the Scales
mentation of these strategies. In the second stage, the teacher
The Cronbach Alpha reliability coefficient was calculated
based on the data obtained from the control and experimen- Table 4. Cronbach alpha coefficients of the scales
tal groups for the types of scales used in the study. Results of Scale Number Cronbach Alpha
the reliability analysis are given in Table 4. of Items Coefficient
According to Table 4, the reliability coefficients of the Writing Narrative Text 12 0.768**
scales are at the desired level and significant (α = 0.77, Writing Informative Text 12 0.937**
α = 0.94, α = 0.95, α = 0.87; p <0.01). Accordingly, it can
Attitude Towards Writing 40 0.945**
be said that the reliability of the scores obtained from the
Self-Regulated Writing 23 0.870**
scales is high.
The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students 57

observes the student writing texts by using strategies and (S-W = 0.906; p <0.05) and SRWS (S-W = 0.907; p <0.05)
intervenes if necessary. In the next stage, the student writes in the experimental group post-test scores were found to
a text independently. The teacher only observes the student, be significant. In all the remaining groups, the scores are
and only intervenes when the student asks for help. At this not significant. The distribution of scale scores is normal
stage, the student takes the responsibility completely. for groups that do not show significant results. Shapiro-
Before the intervention, a 12-week lesson plan was pre- Wilk and Kolmogorov-Smirnov normality tests are very
pared. Lesson plans were created in line with the gradual strict/conservative tests. In small samples, they may show
skill acquisition model. For the strategies used in the study, the distribution as an abnormal distribution. Therefore, it
reminder graphic organizers containing the strategy steps is beneficial to use a second distribution control measure.
were created. The education process, which starts with the For this, the skewness and kurtosis values of the distribution
teacher being a model, is gradually transferred to the stu- are examined. The fact that the coefficients of skewness and
dent with the purpose of student becoming an independent kurtosis are between -1 and +1 is a proof that these distribu-
writer who organizes their own writing process. The reason tions are normal (Tabachnick & Fidell, 2013). Accordingly,
for choosing this model is that the application steps are com- the skewness and kurtosis coefficients of the scale scores for
patible with the SRSD teaching model. In order to evaluate all groups are given in Table 5.
the suitability and applicability of the prepared plans to the When Table 5 is examined, it is seen that the skewness
SRSD teaching model to be tested, the opinions of three ex- and kurtosis coefficients of the scale scores for all groups are
pert faculty members were consulted. Then, a pilot applica- between the values of -1 and +1. Accordingly, it can be said
tion was conducted in the 125. Yıl Middle School in Aksaray that the scale scores for all groups are normally distributed.
city center. As a result of the pilot application, adjustments Therefore, all statistical analyses completed are parametric.
have been made in the lesson plans, and necessary measures In addition, the assumption of homogeneity of variances
have been taken against possible adversities. In developing of control and experimental groups for all scales was exam-
the narrative text writing skills in line with the self-regulated ined and Levene test results are given in Table 6.
strategy development education phases, writing strategies of When Table 6 is examined, the assumption of
SPACE (Setting elements, Purpose, Actions, Consequences, homogene-ity of the variances of the control and
Emotions) and W-W-W, What=2, How=2 (Who is the main experimental groups was met for all scales (p> .05).
character? Who else is in the story?, When does the story
take place?, Where does the story take place?, What does the Table 5. Skewness and kurtosis coefficients of the scale
main character do?, What happens when they try to do it?, scores for all groups
How does the story end?) were used. In developing the infor- Groups Tests Scales Skewness Kurtosis
mative text writing skills, POWER (Plan, Organize, Write, Control Pretest TNTW 0.329 -0.869
Edit, Revise) and PLEASE (Pick, List, Evaluate, Activate,
TITW 0.644 -0.067
Supply, End, Evaluate) writing strategies were used. The
flow of the lesson plans is structured in line with the steps ATWS -0.445 -0.974
of the Self-Regulated Strategy Development teaching model SRWS 0.188 -0.410
(activating preliminary information, discussing the strategy, Post-test TNTW 0.602 -0.721
being a model, supporting, independent performance). TITW 0.807 0.242
The implementation was conducted by the researcher. In
ATWS -0.520 -0.153
the control group, writing activities in the textbook were ap-
plied with traditional methods based on the Turkish Lesson SRWS -0.775 0.915
Teaching Curricula. Experiment Pretest TNTW 0.096 -0.550
TITW 0.826 0.317
FINDINGS ATWS -0.523 -0.046
SRWS -0.231 -0.232
In this section, the assumptions are tested primarily for the
analysis of the data. Then, answers were given to the re- Post-test TNTW -0.073 0.568
search problems in order. TITW -0.012 0.068
ATWS -0.226 -0.179
Testing Assumptions SRWS -0.561 -0.009
*Significance at the 0.05 level **Significance at the 0.01 level
One of the necessary conditions for using parametric tests
as statistical analysis is the normal distribution of the data.
For this purpose, the normality of the scores obtained from Table 6. Levene’s test for equality of variance results
all scales was tested for both the control and the experi- Tests Levene’s Test for Equality of Variance p
mental groups. The results obtained from the Shapiro-Wilk TNTW 0.999 0.322
normality analysis are normal for all groups. As a result TITW 0.409 0.525
of the analysis, the TNTW (S-W = 0.924; p <0.05) in the ATWS 0.676 0.414
control group post-test scores, ATWS (S-W = 0.910; p
SRWS 0.340 0.562
<0.05) in the experimental group pre-test scores, and TITW
58 IJELS 9(2):52-65

In the second stage, it was examined whether there was a 1.1. Is there a significant difference in favor of the experi-
significant difference between the pre-test scores of the con- mental group between the achievement scores in nar-
trol and experimental groups for each scale. The results are rative text writing?
given in Table 1. Table 8 shows the results on whether there is a signifi-
In Table 1, it is seen that there is no significant difference cant difference in favor of the experimental group between
between the pre-test scores of the control and experimental the pre-test and post-test scores in the narrative text writ-
groups for each scale (t = 4.946, t = 4.150, t = 9.135, t = ing scale of the control group in which writing activities
6.996; p> .05). Accordingly, it can be said that the initial were performed according to the Turkish Lesson Teaching
conditions of the control and experimental groups for the re- Curriculum, and the experimental group in which strategy
search design are equivalent. teaching was performed with the SRSD teaching model.
In the third stage, it was investigated whether there was The results in Table 8 show that there is no significant
a difference between the pre-test and post-test scores of the difference between the control group pretest and post-test
control group, which did not receive any intervention, for scores in the informative text writing subscale (t = -1.087;
each scale, and whether there was a significant difference p> .05). However, there is a significant difference between
between the pre-test and post-test scores of the experimental the pretest and post-test scores of the experimental group
groups according to the research questions of the study. Each in favor of the experimental group (t = -6.425; p <.01).
research problem is given under separate headings. Accordingly, conducting self-regulated writing activities
1. Is there a significant difference in the achievement caused a significant increase in the scores of narrative text
scores of written expression skills (general) in favor writing in the experimental group. Therefore, it can be said
of the experimental group between the students who that the SRSD model is effective on students’ story-writing
were in the self-regulated writing education group and skills. After the experimental process, it was observed that
the students in the teaching writing with tradition- the students created longer and more qualified texts contain-
al methods in line with the Turkish Lesson Teaching ing story elements.
Curriculum? 1.2. Is there a significant difference in favor of the experi-
The results on whether there is a significant difference in mental group between the achievement scores in writ-
favor of the experimental group between the pre-test and post- ing informative texts?
test scores of the control and experimental groups according The results on whether there is a significant differ-
to the scale of written expression skills are shown in Table 7. ence in favor of the experimental group between the pre-
According to the results provided in Table 7, there is test and post-test scores of the control and experimental
no significant difference between the pre-test and post-test groups in the informative text writing subscale are shown
scores of the control group in the written expression skills in Table 9.
scale (t = -1.454; p> .05). However, there is a significant According to Table 9, there is no significant difference
difference between the pretest and post-test scores of the between the pretest and post-test scores of the control group
experimental group in favor of the experimental group in the informative text writing subscale (t = -1.490; p>.05).
(t = -10.537; p <.01). Thus, self-regulated writing activities However, there is a significant difference between the pretest
caused a significant increase in the written expression skills and post-test scores of the experimental group in favor of the
scores in the experimental group. In other words, the strate- experimental group (t = -10.914; p <.01). Accordingly, con-
gy teaching performed in alignment with the Self-Regulated ducting self-regulated writing activities caused a significant
Strategy Development teaching model increases students’ increase in the scores of informative text writing in the ex-
writing performance. perimental group. It is seen that the experimental procedure

Table 7. Results on the first problem of the study

Scale Group Test M SD df t p
Written Expression Skills Control Pretest 39.73 8.18 58 -1,454 0.151
Post-test 42.83 8.32
Experiment Pretest 41.07 6.92 -10.537 0.000**
Post-test 60.50 7.35
*Significance at the .05 level **Significance at the .01 level

Table 8. Results on the first sub-problem of the first research question

Scale Group Test M SD df t p
Narrative Text Writing Control Pretest 20.87 4.94 58 -1.087 0.281
Post-test 22.23 4.78
Experiment Pretest 21.67 4.22 -6.425 0.000**
Post-test 30.83 6.57
*Significance at the .05 level **Significance at the .01 level
The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students 59

implemented has a great effect on students’ informative text the students in the teaching writing with tradition-
writing skills. al methods in line with the Turkish Lesson Teaching
2. Is there a significant difference in the achievement Curriculum?
scores of attitudes towards writing in favor of the ex- The results on whether there is a significant difference
perimental group between the students who were in in favor of the experimental group between the pre-test and
the self-regulated writing teaching group and the stu- post-test scores of the control and experimental groups in the
dents in the teaching writing with traditional methods self-regulated writing scale are shown in Table 11.
in line with the Turkish Lesson Teaching Curriculum? According to Table 11, there is no significant differ-
The results on whether there is a significant difference ence between the pre-test and post-test scores of the control
in the attitude towards writing scale in favor of the exper- group in the self-regulated writing scale (t = 1.574; p> .05).
imental group between the control group in which writing However, there is a significant difference between the pretest
activities were performed according to the Turkish Lesson and post-test scores of the experimental group in favor of the
Teaching Curriculum and the experimental group in which experimental group (t = -6.458; p <.01). Accordingly, con-
SRSD writing activities were carried out are shown in ducting self-regulated activities caused a significant increase
Table 10. in self-regulated writing scores in the experimental group.
According to Table 10, there is no significant differ- Based on the data, it can be said that teaching writing strat-
ence between the pre-test and post-test scores of the writ- egy in line with the SRSD teaching model also contributes
ing attitude scale in the control group (t = 1.538; p> .05). to the development of students’ self-regulation skills (goal
However, there is a significant difference between the pre- setting, self-assessment, self-teaching, self-empowerment,
test and post-test scores of the experimental group in favor description, managing the writing environment).
of the experimental group (t = -6.720; p <.01). Accordingly,
conducting self-regulated writing activities caused a sig-
DISCUSSION AND CONCLUSIONS
nificant increase in the attitude scores towards writing in
the experimental group. Based on the data, it can be said This study aimed to determine whether there is a difference
that the strategies employed by the SRSD teaching model in writing achievement levels, attitudes towards writing,
contribute to students’ development of positive attitudes awareness of metacognitive writing skills and self-regulated
towards writing. writing skills of students who receive self-regulated writing
3. Is there a significant difference in the achievement education and students who receive education according to
scores of self-regulated writing skills in favor of the the current Turkish Lesson Teaching Curriculum.
experimental group between the students who were According to the findings obtained from the research,
in the self-regulated writing education group and in the experimental group where Self-Regulated Strategy

Table 9. Results on the second sub-problem of the first research problem

Scale Group Test M SD df t p
Informative Text Writing Control Pretest 18.87 4.15 58 -1.490 0.142
Post-test 20.60 4.83
Experiment Pretest 19.40 3.68 -10.914 0.000**
Post-test 29.67 3.60
*Significance at the 0.05 level **Significance at the 0.01 level

Table 10. Results on the second question of the study

Scale Group Test M SD df t p
Attitudes toward Writing Control Pretest 86.83 9.13 58 1.538 0.130
Post-test 83.16 9.33
Experiment Pretest 84.87 8.09 -6.720 0.000**
Post-test 97.53 6.40
*Significance at the 0.05 level **Significance at the 0.01 level

Table 11. Results on the third question of the study

Scale Group Test M SD df t p
Self-Regulated Writing Control Pretest 71.13 6.99 58 1.574 0.121
Post-test 67.80 9.25
Experiment Pretest 71.53 6.38 -6.458 0.000**
Post-test 86.73 11.20
*Significance at the .05 level **Significance at the .01 level
60 IJELS 9(2):52-65

Development teaching was implemented, PLEASE and There are also meta-analysis studies that reveal that SRSD
POWER strategies used in the writing of informative texts is a strong teaching approach in writing education (Graham,
and the SPACE and W-W-W, What = 2, How = 2 strategies 2006; Graham & Harris, 2003; Graham et al., 2012; Rogers
used in writing narrative texts are effective in the develop- & Graham, 2008; Yalçın & Karadeniz, 2016). Studies show
ment of writing skills. When the literature is examined, it is that there is a high level of relationship between students’
seen that self-regulated learning activities positively affect self-regulation skills and writing success. There are many
the narrative writing skills (Can, 2016; Glaser & Brunstein, reasons why the SRSD teaching approach is effective in
2007; Harris et al., 2006; Saddler et al., 2004; Saddler, 2006; writing education. This approach combines the stages that
Saddler & Asaro, 2007; Tracy et al., 2009; Uygun, 2012; should be followed in the writing process (planning, drafting,
Zumbrunn, 2010; Zumbrunn & Bruning, 2013), informa- correction and evaluation), self-regulation strategies (goal
tive, persuasive and argumentative writing skills (Berry & setting, self-observation, self-teaching, and self-reinforce-
Mason, 2012; Çağlayan Dilber, 2014; De La Paz, 1999; De ment), and writing strategies (Festas et al., 2015; Harris &
La Paz & Graham, 2002; De La Paz & Graham, 1997; Eissa, Graham, 2009; Harris et al., 2009). According to Harris et al.
2009; Graham et al., 2005; Harris et al., 2006; Mason et al., (2002), one of the aims of the SRSD is to be effective in the
2006; Mason & Shriner, 2008; Müldür, 2017; Sexton et al., development of writing skills by making the use of strategies
1998; Sperger, 2010; Uygun, 2012; Welch, 1992). It is seen automatic, routine, and flexible. In line with this approach,
that the strategies shaped by SRSD are utilized by using dif- the steps applied in the writing process can be combined,
ferent methods, with different working groups and for dif- changed, rearranged, or repeated according to the needs of
ferent purposes. It can be said that SRSD model is effective the student. With the SRSD teaching steps (activating prior
in developing writing skills, and the findings obtained from knowledge, discussing strategy, modeling, memorizing strat-
studies support the findings of this study. egy, supporting strategy, independent performance), students
In studies conducted, it has been determined that the learn planning and self-regulation skills necessary for orga-
writing approach based on self-regulation is effective on the nizing writing practices, better understanding the writing
writing success of both students with learning difficulties process, and using the taught strategy (Graham et al., 2005).
and normal students, and that students write more coherent, The multifaceted nature of the teaching approach makes it
quality, and longer texts. 380 students at the 8th grade level effective in developing students’ academic skills. A critical
participated in the study conducted by Festas et al. (2015) in feature of this approach is that teachers encourage students’
six middle schools. Before the intervention, the experimen- writing mastery and help students become independent au-
tal group teachers were trained in line with the self-regulated thors through modeling (De La Paz & Graham, 2002).
strategy. In experimental schools, training on self-regulated In this study, it was determined that SRSD teach-
strategies for composition writing were provided in 45-min- ing was effective in developing positive attitudes in stu-
ute sessions for three months. Writing activities were carried dents towards writing. Attitude towards writing, which
out in the control groups according to the current curriculum. is a high-level skill, is one of the important factors in
It was observed that the experimental group students had achieving the writing skill. Therefore, different methods,
more gains according to the assessment and evaluation pro- techniques and strategies should be used in developing
cesses performed after the intervention. In a study conducted students’ attitudes towards writing. It is seen that the stud-
by Can (2016) with students in 4th grade, it was found self-reg- ies focusing on SRSD education are effective in improv-
ulated strategy-based education contributed positively to stu- ing the attitude towards writing (Balsomo, 2019; Fischer,
dents’ status and levels of including story elements, writing 2002; Graham & Harris, 2005; Harris et al., 1998; Uygun,
attitudes, and writing self-efficacy. Çağlayan Dilber (2014), 2012; Welch, 1992; Zumbrunn, 2010). It is seen that the
in their study aiming to improve the use of text elements, findings obtained from this study are in alignment with the
length, coherence and consistency in the argumentative texts literature. Students with self-regulation skills have high
produced by middle school students found that argumentative interest and motivation for learning because they believe
writing strategies of ESOP and GERB were effective in stu- they can achieve their own personal development (Yalçın
dents’ levels of creating argumentative text elements. Fischer & Karadeniz, 2016). According to Harris, Schmidt and
(2002) examined the contribution of self-regulated education Graham (1997), one of the purposes of teaching self-reg-
in the classroom environment to students’ writing skills. The ulation skills to students is to develop a positive attitude
interviews with the students and teachers, the observations towards writing. Considering the problems such as nega-
made by the researcher and the compositions written by stu- tive attitude towards writing and writing anxiety, it is un-
dents during the education process showed that the education derstood that approaches towards teaching writing should
provided was effective. In the study conducted by Sexton be made more systematically and different methods, tech-
et al. (1998), 6 students from 5th and 6th grades were taught niques and strategies should be used in teaching writing.
planning and writing strategy using SRSD teaching. The re- Students who develop self-regulation skills and writing
sults of the study revealed that SRSD teaching was effective skills with self-regulated education perceive themselves
in improving students’ writing performance and ensuring per- as self-efficacious in writing and their attitudes towards
manence. In a study conducted by Müldür & Yalçın (2019), writing also change positively.
it was determined that self-regulated writing education has Self-regulated learning is an essential element for lifelong
a wide effect on developing informative text writing skills. learning, and it is a process in which the student controls,
The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students 61

monitors and influences his/her own thinking process that ers’ instructional styles [Unpublished Doctoral The-
requires knowledge and skills (Dabbagh & Kitsantas, 2012). sis]. Balıkesir University, Institute of Social Sciences,
The SRSD teaching approach also aims to equip students Balıkesir.
with the skills they need to acquire for lifelong learning. Almazloum, M. (2018). A mixed methods study: The impact
SRSD is designed for students to be fluent, independent, of self-regulated learning on L2 writing and strategy
self-regulated, goal-oriented learners (Grahamet et al., use. (Publication No. 5355) [Doctoral Thesis, The Uni-
1992). According to the findings of the present study, the versity of Western Ontario]. Electronic Thesis and Dis-
activities conducted in line with the SRSD is effective on sertation Repository. https://ir.lib.uwo.ca/etd/5355
self-regulation skills. Studies in the field show that self-reg- Altun, S. (2005). The ability of students’ self-regula-
ulation skills can be partially improved with educational tion-based learning strategies and perceptions of
interventions (Dignath et al., 2008; Aydın & Atalay, 2015). self-efficacy to predict mathematical success according
Fischer (2002) and Müldür and Yalçın (2019) revealed that to learning styles and gender [Unpublished Doctoral
writing-instruction practices that support self-regulation Thesis]. Yıldız Technical University Institute of Social
skills at secondary school level are successful in improving Sciences, İstanbul.
students’ self-regulation skills in the field of writing. Studies Aregu, B. (2013). Enhancing self-regulated learning in
in the relational screening model that examine the relation- teaching spoken communication: does it affect speaking
ship between self-regulation and writing skills also show efficacy and performance? Electronic Journal of For-
that there is a high level of relationship between these two eign Language Teaching, 10(1), 96-109.
variables (Gouin, 2012; Sieben, 2013; Soureshjani, 2011; Arsal, Z. (2010). The effects of diaries on self-regulation
Yalçın & Karadeniz, 2016). Soureshjani (2011) found that strategies of preservice science teachers. International
students with high self-regulation skills exhibit high perfor- Journal of Environmental & Science Education, 5(1),
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self-regulation skills show poor performance in the same Arslan, A. (2008). The effects of cooperative learning on
writing task. These studies show that self-regulation skills achievement, retention, self efficacy beliefs, and self reg-
are a significant predictor of writing skills and support the ulation skills [Unpublished Doctoral Thesis]. Hacettepe
findings of the present study. University, Ankara.
Self-regulated learning is among the 21st century skills. Arslantas, S., & Kurnaz, A. (2017). The effect of using
The need to improve self-regulated learning is felt even self-monitoring strategies in social studies course on
more in this period we live. Because of the Covid 19 pan-
self-monitoring, self-regulation and academic achieve-
demic, which continues to negatively affect all aspects of
ment. International Journal of Research in Education
life in the world, it was the first time that education was af-
and Science (IJRES), 3(2), 452-463. DOI: 10.21890/
fected in such a large, global scale. Educational institutions
ijres.327905
at all levels, from preschool to higher education, started to
Aydın, S., Keskin, M.Ö., & Yel, M. (2013). Turkish adap-
be adversely affected by this situation. Due to the closure
tation of the self-regulation questionnaire: A study on
of educational institutions and quarantine days, education
validity and reliability. TURJE Turkish Journal of Edu-
is continued and supported from digital platforms at homes.
cation, 3(1), 24-33.
There have been many difficulties in children’s access to ed-
Aydın, S.,& Atalay, T. D. (2015). Öz- düzenlemeli öğrenme.
ucation. This situation makes parents and students anxious.
Ankara: Pegem Akademi.
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Bandura, A. (2000). I processi di mediazione tra l’autoeffi-
vital importance because individuals with self-regulation are
successful people who are aware of their responsibilities and cacia e i suoi effetti. Trento: Erickson.
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