This study intends to find out the possible effects of cognitive and metacognitive reading strategy instruction at awareness-raising level on reading proficiency and strategy use. In the study both qualitative and quantitative data
were utilized. The relevant data were obtained by means of think-aloud protocols, semi-structured interviews, the Strategy Inventory for Language Learning &ndash / SILL- (Oxford, 1990), learning diaries and the reading scores of
students on a proficiency exam (COPE). A total of 24 students studying at Bilkent University School of English Language were involved in the study. The scores of the students who received the strategy instruction on the reading
paper of COPE, and the scores of the students who were not subject to any strategy instruction were used to run a t-test so as to reveal whether there was a significant difference between these two sets of scores. The data that came from
the think-aloud protocols, semi-structured interviews and learning diaries were analyzed so as to trace the type of strategies employed by the students and the
frequency with which they were employed. The results did not indicate a statistically significant difference. It was also discovered that all students involved in the study had a tendency to use more cognitive strategies than metacognitive ones. The cognitive strategies were more varied with the group of students who received the strategy instruction.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/1218197/index.pdf |
| Date | 01 September 2003 |
| Creators | Cicekoslu, Deniz |
| Contributors | Daloslu, Aysegul |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.A. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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