The relation between reading comprehensionstrategies and using metacognitivereading strategies of pre-serviceenglish teachers

Metacognition can be basically defined as thinking upon thinking. Using metacognition strategies recruit efficient and permanent learning on reading comprehension in language learning. In this study, it is tried to determine whether there is a significant relationship between reading comprehension success in language reading and use of metacognitive reading strategies in terms of gender, grade level, frequency of reading Turkish books, frequency of reading English books, mother education status and father education status. In addition, it has been tried to determine whether there is a relationship between reading comprehension success and metacognitive reading strategies. In this study, it is aimed to determine whether there is a relationship between reading comprehension and metacognitive reading strategies on certain variables and whether there is a relationship between them. The study group of the research consisted of 1, 2, 3 and 4. grade-students studying English Language Teaching in Central Anatolia and Black Sea regions in 2018-2019 academic year. The data was carried out with the achievement test measuring the students' reading comprehension success was developed by Al-Qudairy (2010); MRSQ (Metacognitive Reading Strategies Questionnaire) developed by Taraban, Kerr and Rynearson (2002), added three items by Akyol &Ulusoy, (2009); Mokhtari, (2002) and adapted the final version by Tuncer (2011); and Personal Information Test developed by the researcher. The data was collected from the participants were analyzed by Statistical Package for Social Sciences Program (SPSS). In the data analysis, it was applied the tests Mann- Whitney U, Kruskal Wallis and correlation analysis. As a result, there is no relationship between students' reading comprehension success scores and using the metacognitive reading strategies; the difference in reading comprehension success in terms of demographic characteristics (gender, grade level, Turkish book reading frequency, English book reading frequency, mother education status and father education status). On the other hand, it was determined that metacognitive reading strategies differ only in grade level and frequency of reading in English. %v Key words: reading comprehension in language learning, metacognition, metacognition strategies