The investigation of reading comprehension level of students at B2 level i̇n teaching Turkish as a foreign language i̇n terms of various variables

In this study; it was sought to examine the reading comprehension level of B2 level students learning Turkish as a foreign language according to several various. In this direction; the reading comprehension level of students is determined as dependent variable, and the awareness of metacognitive reading strategies, the textbook they used, the activities they did outside of the classroom ( Reading Turkish boks etc., listening the music, watching the Turkish broadcast and interaction with native Turkish speakers) are determined as andependent variables. Additionally; it is investigated if there is any significant relationship between the awareness of metacognitive reading strategies and students' age, gender and the activities they did outside of the classroom. The target population of the research consists of B2 level students learning Turkish as a foreign language in Turkish Language Teaching Centers in Turkey. Sampling method was used due to massive target population, and 170 students from three different Turkish teaching centers were selected as participants. The relational screening model was employed since relationship between more than one variable will be examined. Data in this study are collected with "Reading Comprehension Success Test", "Metacognitive Reading Strategies Inventory" and "Personal Information Form" data collection tools under the guidance of teachers who deliver the courses in institutions. According to analysis results; the average of students point was 31 out of the "reading comprehension success test" , where they can get 45 as the highest score. It was found that the students' awareness of metacognitive reading strategies was at a high level with a score of 3.53. According to the results of study; a positive but weak relationship between students' reading comprehension level and their awareness of metacognitive reading strategies was found. It is also investigated that the extent to which "reading comprehension level" and "metacognitive reading strategies awareness" affect each other, and it was observed that the results of the reading comprehension success test were rely on the use of metacognitive reading strategies at a rate of 32%. Although there is significant relationship between "Reading comprehension level" and the course book used and the interaction activities with Turkish native speakers, there is no significant relationship between "Reading comprehension success" and Reading Turkish book out of lesson etc., watching the Turkish broadcast and listening the music. Similarly, although there is significant relationship between "awareness of metacognitive reading strategies" and Reading Turkish book out of lesson etc, there is no significant relationship between "awareness of metacognitive reading strategies" and watching the Turkish broadcast.