EXAMINATION IN TERMS OF VARIOUS VARIABLES OF WRITING AUTONOMY LEVELS OF SECONDARY SCHOOL STUDENTS

The research was conducted to determine the level of writing autonomy of the students. Another aim of the researh is to offer a new perspective to teachers about autonomous learning approach in teaching writing skills. The lack of any researh in the literature to examine the writing autonomy levels of students in terms of various variables indicates the importance of the research. The research is in the relational screening model and has a descriptive quality. The sample of the researh consists of a total of 310 volunteer students who were studying at a secondary school in the Spring Semester of 2017-2018 Academic Year. The data of the researh were collected by Writing Autonomy Scale. The data obtained from the researh were analyzed by using SPSS 20.0 package program. Kolmogorov-Smirnow test was used to test whether the data were normal or not and since the data were determined to be distributed normally, parametric tests were used. Percentage, frequency, arithmetic mean, standard deviation, t-test for independent samples, one way variance analysis (Oneway ANOVA) and correlation analysis were used to analyze the data. For testing the significance of the differences, the significance level was accepted as .05. Based on the findings of the research; it is concluded that the autonomous writing levels of the students are higher in the 5^th grade than in the 6^th, 7^th and 8^th grades in “motivation and attitude“ and “planning and process” sub-dimensions. This result shows that students’ autonomous writing skills decreases as the class level increases. It is seen that writing instruction applied in Turkish courses has an effect which decreases but does not increase autonomous writing levels of students.