Sima KHEZRLOU, Ali Akbar Khomeijani FARAHANI

Effects of Using Cognitive Strategy Training Programs in Developing Reading Comprehension

Bu çalışma İranlı ileri düzey İngilizce öğrencilerine verilen bilişsel strateji eğitiminin okuma becerilerine olan etkisini araştırmıştır. Çalışmaya toplam 60 öğrenci katılmıştır. İlk deney grubundaki katılımcılar (n=20) bilişsel strateji eğitimi görürken diğer deney grubundaki katılımcılar (n=20) hem bilişsel strateji eğitimi hem de zorunlu sözlü çalışmalara katılmışlardır. Kontrol grubu (n=20) ise herhangi bir programa katılmamıştır. İki deney grubuna da toplam 10'ar saatlik bilişsel strateji eğitimi uygulaması sunulmuştur. Çalışmanın sonuçları bilişsel strateji eğitiminin sunduğu bilinçlendirmenin Farsça konuşan İngilizce öğrencilerinin okuma becerilerinin gelişimine olumlu katkısı olmuştur.

Okuma Becerilerinin Geliştirilmesinde Bilişsel Strateji Programı Uygulanmasının Etkileri

information, cognitive strategies for understanding and producing the language, and compensa- tion strategies for using the language despite knowledge gaps. Indirect strategies include metacognitive strategies for coordinating the learning process, affective strategies for regulating emotions, and social strategies for learning with others. These two types are further divided into six general kinds of learning strategies, resulting in 19 sets of learning strategies . As this system is more comprehensible than the one suggested by O’Malley and Chamot (1990), further explorations will be based on this source

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