@article{2017,title={METACOGNITIVE AWARENESS OF READING STRATEGIES IN EFL CONTEXT},abstractNode={It has been acknowledged that comprehending a text is a challenging process, as it requires a series of metacognitive strategies. As academic achievement in a wide range of subject depends largely on reading skill, it is critically significant for the students to be able to read critically and extract information from the text by executing the metacognitive strategies successfully. In this respect, this study aims to investigate university students’ metacognitive reading strategy awareness in academic context. The study employs the quantitative design and survey method and observes the level of using metacognitive reading strategies by 122 EFL student teachers who were sampled through convenient sampling method studying at Aksaray University. The data was collected through Metacognitive Awareness of Reading Strategies inventory developed by Mokhtari and Reichard that consists of 30 items and three subscales namely global reading strategies, problem-solving reading strategies and support reading strategies. According to the results, students that are in senior and prep level have a higher metacognitive awareness than the other levels but the difference is not statistically significant. The most commonly used metacognitive reading strategy in all groups is PROB. Participants’ use of metacognitive reading strategies differ in a statistically significant way in terms of their plans on academic career.},author={Serkan BOYRAZ-& Ertan ALTINSOY},year={2017},journal={International Journal of Language Academy}}