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Investigating Reading Strategy Use in EFL Environment: Instructors’ and Preparatory Class Students’ Perspectives

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Abstract (2. Language): 
This study investigated whether receiving cognitive and metacognitive reading strategy training explicitly would make a difference in the University preparatory class students’ reading comprehension. From the instructors’ aspect, the instructors’ views about and approaches to teaching reading strategies were investigated and compared to each other. 83 students and 4 instructors participated to the mix-method study. Following the Solomon-four-group design the participants were divided into 2 research and 2 comparison groups. Data collection methods were pre-post reading comprehension test, CRSUS, MRSUS, TRSUS, selfevaluation checklists, interviews and classroom observations. The results of the study show that there is no significant difference in the reading comprehension of the comparison and research groups at the end of the term. For the instructors, the results indicate that the research group instructors had tendency to use more reading strategies. The paper concluded with implications and suggestions for the future research.
Abstract (Original Language): 
Bu çalışma, bilişsel ve üstbilişsel okuma stratejilerinin belirtik şekilde üniversite hazırlık sınıfı öğrencilerine öğretilmesinin İngilizce okuma parçalarını anlamalarında anlamlı bir farkın oluşturup oluşturmadığını araştırmaktadır. Öğretim elemanları yönünden bakıldığında bu çalışma, okuma stratejilerini öğretme hakkındaki fikir ve yaklaşımlarını araştırmış ve aralarında anlamlı bir farkın oluşup oluşmadığını incelemiştir. Karma yönteme dayalı bu çalışmaya 83 öğrenci ve 4 öğretim elemanı katılmıştır. Araştırma sürecinde katılımcıları araştırma ve karşılaştırma olarak oluşturmada deneysel yöntem olarak da adlandırılan 4’lü Solomon grup dizayını takip edilmiştir. Veri toplama metodları, okuduğunu anlamaya yönelik öntest-sontest, Okuma Becerisi Stratejileri Kullanım Ölçeği, Üstbiliş Okuma Stratejileri Ölçeği, Öğretmen Okuma Stratejileri Kullanım Ölçeği, kendi kendini değerlendirme ve kontrol listesi, görüşmeler, sınıf gözlemleridir. Araştırma sonuçları, araştırma ve karşılaştırma grupları öğrencilerinin dönem sonundaki okuduklarını anlama başarılarında anlamlı bir farkın ortaya çıkmadığını göstermiştir. Öğretim elemanları açısından bakıldığında sonuçlar araştırma grubu öğretim elemanlarının daha fazla strateji kullanma eğiliminde olduğunu göstermiştir. Makale gelecekte yapılacak çalışmalara öneriler bölümüyle sonlanmaktadır.
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