Metacognitive Awareness of Turkish EFL Learners on Reading Strategies

Öz 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.

Anahtar Kelimeler:

Üstbilişsel farkındalık, okuma stratejileri, başarı

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