The Relationship between High School Students' Metacognitive Awareness of Reading Strategies and English Self-Efficacy Beliefs

Abstract

This study aimed to determine the relationship between high school students' metacognitive awareness of English reading strategies and their self-efficacy beliefs about English by using a correlational survey model. The study group consisted of 586 high school students from high schools in a county located in the Central Black Sea region in the 2017-2018 academic year. According to the results of the study, the descriptive values of the sub-dimensions of the Metacognitive Awareness of Reading Strategies Inventory, the students used problemsolving strategies most, which was followed by global reading strategies and support reading strategies respectively. High school students' metacognitive awareness of reading strategies level indicated a significant difference in gender and grade variables. The metacognitive awareness levels of high school students' reading strategies did not show a significant difference according to the age variable. The descriptive values of the subdimensions of the English Self-Efficacy Belief Scale, the highest self-efficacy beliefs of the students were about reading skills, which was followed by listening, writing, and speaking skills, respectively. The English self-efficacy beliefs of high school students in the study, showed a significant difference in all sub-dimensions according to gender and class variables. While high school students' self-efficacy beliefs about English showed a significant difference in reading, writing and speaking sub-dimensions according to the age variable, it did not show a significant difference in listening sub-dimension. There was a moderate, significant, and positive correlation between high school students' metacognitive awareness of English reading strategies and self-efficacy beliefs.

Assessment of students’ metacognitive skills in the context of education 4.0

“…Those who read fluently in English were reported to be more likely to use global strategies, switch between reading tasks more easily, and align their reading strategies more effectively with specific needs (Huang, 2012;Bedir and Dursun, 2022). This is an interesting conclusion, which the current study, in terms of its objectives, can neither refute nor confirm.…”

Метакогнитивное Обучение Как Основа Развития Метакогнитивных Способностей Обучающихся

“…без метакогнитивного обучения трудно развивать метакогнитивные способности обучающихся [7]. Метакогнитивное обучение эффективно способствует интроспективным навыкам на стратегиях чтения обучающимися в понимании текста и в поддержке саморегулируемого обучения [8]. понимание прочитанного -это способность понимать значение, представленное текстом.…”