This study aims at providing an account on the relationship between freshman Turkish students’ metacognitive awareness of reading strategies and their academic achievement in the Advanced Reading and Writing Skills course. In this particular study, we investigated the reading strategies employed by 52 freshman students studying in the English Language Teaching (ELT) department at a state university in Turkey and described the gender difference in the use of reading strategies. To achieve this, the participants were administered a 30-item Likert-Scale Metacognitive Awareness of Reading Strategies Inventory (Mokhtari & Reichard, 2002) and descriptive statistics was applied in the analysis and presentation of the inventory items. Independent Samples T-test was utilized to see whether there was a difference between males’ and females’ metacognitive awareness of reading strategies. Afterwards, Pearson Correlation Coefficient, one of the simple bivariate correlation techniques, was employed to see if there was any significant relationship between the students’ metacognitive awareness of reading strategies and their academic achievement in the Advanced Reading and Writing Skills course. Results revealed that problem-solving reading strategies were the most preferred strategies. In addition, there was not found any significant difference between metacognitive awareness of males and females. Finally, some implications were drawn from the correlation coefficient regarding the relation between metacognitive awareness of reading strategies and academic achievement in the Advanced Reading and Writing course.
Reading, reading strategies, metacognitive awareness, academic achievement
|Author :||Burcu TURHAN -& Havva ZORLUEL ÖZER|
|Number of pages:||23-34|