Dichotomy of EFL reading: Metacognition vs. proficiency

This study examined a) the effects of metacognition and proficiency on EFL reading performance and b) the relation of metacognition and EFL reading performance. Data were collected by Metacognitive Awareness Inventory (MAI) and reading scores were examined. By variance analyses, we found that reading scores and metacognitive knowledge show variations across proficiency levels. There were no effects of time, timeXclass, and timeXproficiency on metacognition. When tests incorporated higher order thinking skills, participants' metacognitive knowledge or regulation correlated with reading scores, positively. Although trends that can explain differences in metacognition did not follow a pattern; it was observed that different proficiency groups benefited from training differently; for low- and mid-proficiency groups, a slight increase in metacognition regulation; and for high-proficiency group, a refinement in metacognitive knowledge was observed. We suggest instructional and assessment practices incorporate metacognition regarding learners’ proficiency levels. Therefore, all students might see the relevance of metacognition and take responsibility for it.

Yabancı dil olarak İngilizce okuma ikilemi: Üstbilişe karşı yeterlilik

Bu çalışmanın amacı a) üstbiliş ve yeterliliğin yabancı dil olarak İngilizce okuma performansı üzerindeki etkilerini ve b) üstbiliş ve okuma performansı arasındaki ilişki incelemektir. Veriler Üstbiliş Farkındalık Envanteri (MAI) ile toplanmış ve okuma puanları incelenmiştir. Varyans analizleriyle, okuma puanlarının ve üstbiliş bilgisinin yeterlilik seviyelerinde farklılıklar gösterdiği ve zaman, zamanXsınıf ve zamanXyeterliliğinin üstbilişe etkisinin olmadığı bulunmuştur. Bunun yanı sıra, okuma sınavları üst düzey düşünme becerilerini içerdiğinde, katılımcıların üstbiliş bilgisi veya düzenlemeleri okuma puanlarıyla pozitif yönde ilişkili olduğu diger bir bulgudur. Üstbiliş farklılıkları açıklayabilen eğilimler bir örüntü izlemese de; farklı yeterlilik gruplarının eğitimlerden farklı şekilde yararlandığı ortaya çıkmıştır. Bu bağlamda üstbiliş eğitimi, düşük ve orta yeterlilik gruplarında üstbiliş düzenlemesinde hafif bir artış ve yüksek yeterlilik grubu için, üstbiliş bilgisinde bir düzenlemeyi mümkün kılmıştır. Bu çalışmanın bulgular ışığında, öğretim ve ölçme-değerlendirmede, öğrencilerin yeterlilik düzeyleriyle uyumlu üstbiliş uygulamalarını öneriyoruz. Böylece, tüm öğrenciler üstbilişin gerekliliğini görebilir ve uygulama sorumluluğunu alabilirler.

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