A The Role of Metacognitive Strategies Training in Foreign Language Learning: A Meta-Analysis Study

Yıl 2025, Cilt: 7 Sayı: 1, 1 - 13

Emine Sur

Öz

You similar skills are acquired when learning a new language; however, learning processes of the first and second languages are quite different from each other. While individuals acquire the first language from their family and close environment in a natural process, they learn a second language with their own will and effort. Planning, monitoring and evaluation, which constitute the three processes of meta-cognitive strategies, ensure that the learner is active throughout the learning process. Using metacognitive strategies in foreign language education positively affects students' acquisition of language skills. In the literature, there are studies examining the effect of metacognitive strategies training on students' foreign language learning; however, no study that discusses all these studies and determines the level of the effect of strategy training on students' foreign language learning was found. In this study, the studies investigating the effect of metacognitive strategies training on students' foreign language learning in Turkey and across the world were compiled using meta-analysis method. The results of the analysis showed that metacognition strategies training had a large effect on students' foreign language learning. As a result of the subgroup analysis, no significant difference was found between the effect sizes by language skills and study group.

Anahtar Kelimeler

Language Education, Foreign Language Education, Language Skills.

Yabancı Dil Eğitiminde Üstbiliş Stratejileri Eğitiminin Rolü: Bir Meta-Analiz Çalışması

Öz

Yeni bir dil öğrenilirken ana dil ile benzer beceriler kazanılsa da birinci ve ikinci dilin öğrenilme süreçleri birbirinden oldukça farklıdır. Birey ilk dili ailesinden ve yakın çevresinden doğal bir süreçte edinirken ikinci dili kendi iradesi ve çabasıyla öğrenir. Meta-bilişsel stratejilerin üç sürecini oluşturan planlama, izleme ve değerlendirme öğrenenin süreç boyunca aktif olmasını sağlamaktadır. Yabancı dil eğitiminde üst biliş stratejilerini kullanmak öğrencilerin dil becerilerini kazanmasını olumlu yönde etkilemektedir. Alanyazında üst biliş stratejileri eğitiminin öğrencilerin yabancı dili öğrenmesindeki etkisini inceleyen bir dizi araştırma yapılmıştır ancak tüm bu araştırmaları kapsayan ve strateji eğitiminin öğrencilerin yabancı dil öğrenimine etkisinin ne düzeyde olduğunu tespit eden bir çalışmaya rastlanamamıştır. Bu araştırmada Türkiye’de ve dünyada üst biliş stratejileri eğitiminin öğrencilerin yabancı dil öğrenmesine etkisini inceleyen çalışmalar meta-analiz yöntemiyle bir araya getirilmiştir. Yapılan analiz sonucunda üst biliş stratejileri eğitiminin öğrencilerin yabancı dil öğrenmesinde geniş düzeyde etkiye sahip olduğu görülmüştür. Yapılan alt grup analizleri sonucunda, dil becerilerine ve çalışma grubuna göre etki büyüklükleri arasında anlamlı farklılık tespit edilememiştir.

Anahtar Kelimeler

Dil Eğitimi, Yabancı Dil Eğitimi, Dil Becerileri

Kaynakça

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