Diken, R. Bahar2016-01-082016-01-081993http://hdl.handle.net/11693/17484Cataloged from PDF version of article.Includes bibliographical references leaves 59-65.The present study was designed to investigate metacognitive abilities of six individual readers, particularly their level of awareness about how they read, the strategies they used to comprehend a text, and how their awareness and actual strategy use were reflected in their comprehension. The participants were EFL freshman students at an English-medium university in Turkey. Three sets of verbal data were collected from the participants through the use of mentalistic research methods — think-aloud protocols, retrospective reports, and self-report interviews. Think-aloud protocols and retrospective reports provided data on actual strategy use, and self- report interviews produced information about the readers* metacognitive awareness of their own reading processes and strategies. The use of these different sets of data provided a better understanding of the processes contributing to the readers* comprehension of a text which was assessed through recall protocols. Good comprehenders were found to have a high level of awareness and control of their reading processes. The present results suggest that it was primarily effective and constant use of comprehension monitoring and self-assessment strategies which distinguished good readers from the others. These findings lead to the conclusion that metacognitive awareness and strategy use has the potential to influence comprehension outcomes in a positive manner.ix, 71 leavesEnglishinfo:eu-repo/semantics/openAccessPE1066 .D55 1993English language--Study and teaching--Foreign speakers.ThesisBILKUTUPB013804