Metacognitive Awareness of Turkish EFL Learners on Reading Strategies

Year 2017, Volume: 21 Issue: 1, 159 - 172, 20.03.2017

Arif Sarıçoban , Bahram Mohammadi Behjoo

Abstract

This exploratory study seeks the
effects of metacognitive awareness of reading strategies on reading
comprehension skills of Turkish EFL students. To do so, a total of 82 freshman
EFL students have responded to a 30-item questionnaire of Metacognitive
Awareness Reading Strategies Inventory (MARSI) developed by Mokhtari and
Reichard (2002). The MARSI comprises three dimensions: Global, Problem Solving,
and Support. The results have indicated that the students frequently use these
dimensions while they are reading texts to varying degrees. In addition,
results have indicated that there is an overall significant relation between
MARS and students reading skills in terms of achievement. High successful ones
prefer utilizing their problem solving strategies (M=3.95) more than the other
two (M=3.80 for Global; M=3.56 for SRS). As to the gender, the results have
shown no significant difference between male and female EFL students in
general. However, they only differ in PSS, which clearly indicates that females
have higher mean scores than males in PSS.

Keywords

Üstbilişsel farkındalık, okuma stratejileri, başarı

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