The Views of Fourth Grade Primary School Pupils in Türkiye Regarding Their Self-Regulatory Writing Skills

The purpose of this study is to examine the opinions of fourth-grade primary school students regarding their self-regulated writing skills. This research process was designed as a case study, one of the qualitative research designs, and the study was conducted with 52 fourth-grade students. A semi-structured interview form consisting of open-ended questions was used as the data collection tool for the study. The “Story Writing Activity Form” developed by the researchers was used to support the obtained data and data analysis was carried out through content analysis. During the preparation phase, students stated that they determined the subject, hero, title, main idea, event, place, and time. However, they did not express any opinions regarding the organization of the content during the planning phase. They expressed that they paid attention to punctuation marks, capitalization, spelling rules, text structure, and story elements during the drafting phase. Regarding techniques for developing ideas, they uttered that they made comparisons, gave examples, made definitions, and used numerical data. Upon completing their writing, students reported that they corrected their mistakes, had their teachers review them, read what they wrote, checked their work themselves, compared it with their previous writings, had their families review them, and rewrote their texts if they were not satisfied with the quality. They did not express any opinions regarding the publishing phase. The research findings indicate that primary school students’ self-regulatory writing skills need to be developed.