Impact of Metacognitive Strategies Instruction on Secondary School Students' Reading Anxieties

Basit Öğe Kaydı
dc.contributor.authorMelanlioglu, Deniz
dc.date.accessioned2020-06-25T18:12:06Z
dc.date.available2020-06-25T18:12:06Z
dc.date.issued2014
dc.departmentKırıkkale Üniversitesi
dc.description.abstractAlthough reading is the skill that is most used by students in their personal development, reading education does not produce the desired outcomes due to the multiplicity of variables that shape the skill of reading. One of these variables is reading anxiety. In order to prevent reading anxiety from affecting students' competence in reading comprehension, firstly, the levels of reading anxiety experienced by students as well as the causes of reading anxiety should be examined. It is necessary to enhance students' levels of awareness about their own reading processes, before starting the activities to eliminate reading anxiety. Metacognitive strategies can be used in this process of awareness-raising. Departing from this point, the aim of this research was to determine the impact of metacognitive strategies instruction upon students' reading anxieties. In the research, the quasi-experimental method with pretest-posttest, and control group was employed. The study group of the research consisted of six-grade students attending a public secondary school in Ankara. The Reading Anxiety Scale for Secondary School Students (RASS) was employed to collect the data. It is concluded, based on research findings, that making use of metacognitive strategies in reading education has a positive impact on reducing levels of reading anxiety among secondary school students.en_US
dc.identifier.citationclosedAccessen_US
dc.identifier.endpage119en_US
dc.identifier.issn1300-1337
dc.identifier.issue176en_US
dc.identifier.scopus2-s2.0-84919346072
dc.identifier.scopusqualityQ3
dc.identifier.startpage107en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12587/5724
dc.identifier.volume39en_US
dc.identifier.wosWOS:000347273700009
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isotr
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTurkish language educationen_US
dc.subjectReading skillen_US
dc.subjectReading anxietyen_US
dc.subjectMetacognitive strategies instructionen_US
dc.titleImpact of Metacognitive Strategies Instruction on Secondary School Students' Reading Anxietiesen_US
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
Impact of Metacognitive Strategies Instruction on Secondary School Students' Reading Anxieties.pdf
Boyut:
766.7 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin/Full Text
İndir

Koleksiyon

WOS İndeksli Yayınlar Koleksiyonu
Makale Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu