Investigating Reading Strategy Use in EFL Environment: Instructors’ and Preparatory Class Students’ Perspectives

Year 2013, Volume: 9 Issue: 1, 237 - 251, 05.03.2013

Tolga Koçer Yıldız Turgut

Abstract

This study investigated whether receiving cognitive and metacognitive reading strategy training explicitly would make a difference in the University preparatory class students’ reading comprehension. From the instructors’ aspect, the instructors’ views about and approaches to teaching reading strategies were investigated and compared to each other. 83 students and 4 instructors participated to the mix-method study. Following the Solomon-four-group design the participants were divided into 2 research and 2 comparison groups. Data collection methods were pre-post reading comprehension test, CRSUS, MRSUS, TRSUS, selfevaluation checklists, interviews and classroom observations. The results of the study show that there is no significant difference in the reading comprehension of the comparison and research groups at the end of the term. For the instructors, the results indicate that the research group instructors had tendency to use more reading strategies. The paper concluded with implications and suggestions for the future research

Keywords

Cognitive and metacognitive reading strategy use, reading strategy training, EFT, reading

Investigating Reading Strategy Use in EFL Environment: Instructors and Preparatory Class Students’ Perspectives

Abstract

Performans Faktörlerinin Olası Nedenlerini Belirlemek için Neden Analizi Ölçeğinin (NAÖ) Geliştirilmesi: Olay Yeri İnceleme Müdürlükleri Örneği. Bu çalışma devlet kurumları tarafından olası
performans faktörlerinin belirlenmesi amacıyla kullanılabilecek Neden Analizi Ölçeğinin (NAÖ) geliştirme ve doğrulama süreçlerini açıklamaktadır. Çalışmanın ilk aşamasında 315 Olay Yeri İnceleme ve Kimlik Tespit Müdürlüğü’nde görevli polis memurlarından toplanan veriler ölçeğin geçerliliğini ve güvenirliğini gösteren bulguları sağlamıştır. Açıklayıcı faktör analizi sonucunda üç faktör ortaya çıkmıştır: işyeri, yeterlilik ve iş değeri. 25 maddelik Neden Analizi Ölçeği’nin (NAÖ) faktörel yapısını doğrulamak amacıyla 1176 polis memurundan veri toplanmıştır. Doğrulayıcı faktör analizi sonuçları üç faktörlü yapının yüksek uyum indeksleriyle iyi bir uyum gösterdiği doğrulanmıştır. Gelecekte yapılabilecek doğrulama çalışmaları sonrasında NAÖ; araştırmacılar, uygulayıcılar ve ilgili kişiler için hem teorik hem de uygulamalı bakış açısı bağlamında performans faktörlerinin belirlenmesinde tanısal bir ölçek olarak kullanılabilecektir. 

Keywords

Bilişsel ve üstbilişsel okuma stratejisi kullanımı, okuma stratejisi eğitimi, İngilizce’nin Yabancı Dil olarak Öğretimi, okuma becerisi

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