Akademik Veri Yönetim Sistemi
International Journal of Academic Research in Education, cilt.6, sa.1, ss.46-55, 2020 (Hakemli Dergi)
This study aims to determine the reader’s typology among the preparatory
class students regarding their use of reading strategies while they read texts
written in English, and to find out whether cognitive and metacognitive
strategy training can make students advance from poor readers to good
readers. The participants of the study were 27 evening education students
with the age range between 18 and 22 at the preparatory school of Inonu
University School of Foreign Languages in Malatya, Turkey. The students were
instructed cognitive and metacognitive reading strategies with the purpose of
the study for eight weeks. The study has provided an exciting opportunity to
advance both the researcher’s and the participants’ knowledge of cognitive
and metacognitive reading strategies. Throughout the study, the researcher,
as the instructor of the participating group, and the students have improved
their understanding of reading comprehension of an English written text.
Qualitative method was used to collect data. Qualitative data collection
instruments involving Think-Aloud Protocol (TAP), learner and researcher’s
diaries were descriptively analyzed. Findings revealed that the participants
raised their awareness on strategy use after involvement in cognitive and
metacognitive strategy training. The findings from TAPs also indicated that
poor readers could advance to good readers by taking part in the lessons so
that weaker students were able to indicate the problems they had
encountered, and stronger ones could reveal what made them successful.