Akademik Veri Yönetim Sistemi
2nd ILTERG Conference, Ankara, Türkiye, 16 - 17 Ekim 2020
Reading attainment of some English learners attending the English preparatory schools is quite low when compared to other learners, and those learners have difficulties in reading activities and exams. Although some learners are aware of the metacognitive reading strategies while dealing with reading activities and exams, some of them may have no access to them. Using a mixed-methods design, this study investigates participants’ use of metacognitive reading strategies at the English Preparatory School of a foundation university in Ankara. In accordance with this aim, this study tries to find out what metacognitive reading strategies learners use most and least, whether there is a significant difference between the learners who are high achievers and low achievers in reading tests, whether there is a correlation between learners’ use of metacognitive reading strategies and their success in reading tests, and what learners who are low achievers in reading tests think of metacognitive reading strategies. In this study, 233 participants completed a metacognitive reading strategies questionnaire, and five participants were interviewed by the researcher individually. The results indicated that re-reading a text was the most used metacognitive reading strategy, whereas noting the difficulty level of a text was the least used one, there was a significant difference between the high and the low achievers, there was a correlation between the use of metacognitive strategies and success in reading tests, and not having a reading habit in the mother tongue was one of the reasons for not using the strategies.