Research Article
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Metacognitive Awareness of Turkish EFL Learners on Reading Strategies

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

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.

References

  • Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading. The Modern Language Journal, 73(2), 121-134.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd end). Hillsdale, NJ: Lawrence Erbaum Associates.
  • Cubukcu F., (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1),
  • Dhanapala K.V., (2010). Student’s Metacognitive awareness of L2 Reading Strategies. Journal of International Development and Cooperation, Vol, 16, No.1, pp65, 82.
  • Flavell, J. H., J. R. Speer, et al. (1981). "The Development of Comprehension Monitoring and Knowledge about Communication." Monographs of the Society for Research in Child Development 46(5): 1-65.
  • Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406.
  • Hammadou, J. (1991). Interrelationships among prior knowledge, inference, and language proficiency in foreign language reading. The Modern Language Journal, 75, 27–38.
  • Pressley, M. (2002). Metacognition and self-regulated comprehension. What research has to say about reading instruction, 3, 291-309.
  • Pressley, M., & Fingeret, L. (2005). What We Have Learned Since the National Reading Panel: Visions of a Next Version of Reading First.
  • Ronzano S.J, (2010). Effectiveness of Metacognitive Strategies for Improving Reading Comprehension in Secondary Students. UMI Number: 342744.
  • Sheoreya R., Mokhtari K, (2001). Differences in the meta-cognitive awareness of reading strategies among native and non-native readers. System 29 (2001) 431–449.
  • Tierney, J. E. R. R. J. (Ed.). (2005). Reading Strategies and Practices (Sixth ed.). Boston:Pearson Education, Inc.
  • Turan T., Tolga K., Saadet Aylin Bayarc, Volkan, (2010). BayarcMetacognitive awareness of grades 6, 7 and 8 students in reading process. Procedia Social and Behavioral Sciences 2. 4193–4199. Elsevier.
  • Takallou F. (2011). The Effect of Metacognitive Strategy Instruction on EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness. Asian EFL Journal.
  • Wang M.T , (2009). An Effects of metacognitive reading strategy instruction on efl high school students’ reading comprehension, reading strategies awareness, and reading motivation. UMI 3400319.
  • Zhang L.J, (2009). Chinese senior high school EFL students’ meta-cognitive awareness and reading-strategy use. Reading in a Foreign Language April 2009, Volume 21, No. 1 l. 16 (2), 2002.
  • Zhang, L. and Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Language Teaching. Vol. 10, No. 1, pp. 54-69.
Year 2017, Volume: 21 Issue: 1, 159 - 172, 20.03.2017

Abstract

References

  • Carrell, P. L. (1989). Metacognitive Awareness and Second Language Reading. The Modern Language Journal, 73(2), 121-134.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd end). Hillsdale, NJ: Lawrence Erbaum Associates.
  • Cubukcu F., (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1),
  • Dhanapala K.V., (2010). Student’s Metacognitive awareness of L2 Reading Strategies. Journal of International Development and Cooperation, Vol, 16, No.1, pp65, 82.
  • Flavell, J. H., J. R. Speer, et al. (1981). "The Development of Comprehension Monitoring and Knowledge about Communication." Monographs of the Society for Research in Child Development 46(5): 1-65.
  • Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406.
  • Hammadou, J. (1991). Interrelationships among prior knowledge, inference, and language proficiency in foreign language reading. The Modern Language Journal, 75, 27–38.
  • Pressley, M. (2002). Metacognition and self-regulated comprehension. What research has to say about reading instruction, 3, 291-309.
  • Pressley, M., & Fingeret, L. (2005). What We Have Learned Since the National Reading Panel: Visions of a Next Version of Reading First.
  • Ronzano S.J, (2010). Effectiveness of Metacognitive Strategies for Improving Reading Comprehension in Secondary Students. UMI Number: 342744.
  • Sheoreya R., Mokhtari K, (2001). Differences in the meta-cognitive awareness of reading strategies among native and non-native readers. System 29 (2001) 431–449.
  • Tierney, J. E. R. R. J. (Ed.). (2005). Reading Strategies and Practices (Sixth ed.). Boston:Pearson Education, Inc.
  • Turan T., Tolga K., Saadet Aylin Bayarc, Volkan, (2010). BayarcMetacognitive awareness of grades 6, 7 and 8 students in reading process. Procedia Social and Behavioral Sciences 2. 4193–4199. Elsevier.
  • Takallou F. (2011). The Effect of Metacognitive Strategy Instruction on EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness. Asian EFL Journal.
  • Wang M.T , (2009). An Effects of metacognitive reading strategy instruction on efl high school students’ reading comprehension, reading strategies awareness, and reading motivation. UMI 3400319.
  • Zhang L.J, (2009). Chinese senior high school EFL students’ meta-cognitive awareness and reading-strategy use. Reading in a Foreign Language April 2009, Volume 21, No. 1 l. 16 (2), 2002.
  • Zhang, L. and Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Language Teaching. Vol. 10, No. 1, pp. 54-69.
There are 17 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Arif Sarıçoban 0000-0003-4520-4421

Bahram Mohammadi Behjoo This is me 0000-0003-4520-4421

Publication Date March 20, 2017
Published in Issue Year 2017 Volume: 21 Issue: 1

Cite

APA Sarıçoban, A., & Behjoo, B. M. (2017). Metacognitive Awareness of Turkish EFL Learners on Reading Strategies. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(1), 159-172.

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