Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

Abstract

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to fonction. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari & Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.