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Abstract
This study aimed to determine the Turkish metacognitive listening awareness levels of bilingual secondary school students and examine the effects of some variables on their metacognitive listening awareness. In the research, "relational screening model from quantitative research designs" was used. The study participants are bilingual secondary school students whose mother tongue is Arabic. Data were collected from the students determined by the convenient sampling method. The data of the research were collected through the "Person Information Form" and the "Metacognitive Listening (Listening Comprehension) Awareness Scale". Quantitative analysis techniques were used to analyze the data collected from the participants. In this context, SPSS 21 package program was used to analyze the data. At the end of the study, it was concluded that bilingual secondary school students had high Turkish metacognitive listening (listening comprehension) awareness levels. In the study; The variables of “gender, grade level of education, maternal education level, smartphone usage status, purpose of using smartphone, watching/listening to Turkish television and radio programs at home, daily television/radio watching/listening time” did not have any effect on students' Turkish metacognitive listening awareness. On the other hand, it was determined that the variables of "father's education level and the language/languages spoken at home" were influential on the Turkish metacognitive listening awareness of bilingual students. There is a need in the field for scientific research on the Turkish communication skills of Turkish citizen bilingual students. Studies on the Turkish language skills of bilingual Turkish citizens are necessary to give bilinguals a more successful language education.
