Yabancı dil olarak İngilizce öğrenen öğrencilerde okuma stratejileri üzerine üstbilişsel farkındalığın okuma becerisi performansına etkisi

Considering reading skills as one of the fundamental areas of language learning, especially in the EFL context, various teaching approaches should be used to enhance their development. The aim of this study is to investigate the relationship between Turkish EFL learners' metacognitive awareness of reading strategies and their academic reading comprehension scores. A mixed-methods research design was adopted, including both quantitative and qualitative data collected from a sample of 157 EFL students studying at the School of Foreign Languages at Anadolu University. Metacognitive Awareness of Reading Strategies Inventory, reading test scores and semi-structured interviews were used to collect the required data for the study. The results of this study indicate that the majority of the students have a high level of metacognitive awareness of reading strategies. However, when compared to their reading scores, the findings showed that although students may be aware of the reading strategies, they are unable to apply them effectively in practice. The study concludes that explicit reading strategy instruction should be prioritized in ELT classrooms to ensure learners' development of reading comprehension skills. Keywords: Reading Comprehension in EFL, Reading Strategies, Metacognitive Awareness, Metacognitive Strategies in Reading