THE EFFECTS OF METACOGNITIVE READING STRATEGY TRAINING IN ENGLISH LANGUAGE TEACHING ON STUDENTS’ ATTITUDES.

Knowledge of the metacognitive reading strategy plays an important role in understanding reading and in the educational process. Despite its significance, the metacognitive approach has long been neglected in teaching. The reading comprehension's main role in educational achievement is compounded by this lack of successful metacognitive reading strategy skills. Because of this reason, in this research, the main aim is to investigate the effects of metacognitive reading strategies in English language teaching on students’ attitudes. The model of this research is action research. This research was held with 26 participants, 8th grade students at Mehmet Akif secondary school during the 2nd term of the 2013-2014 academic year in Adana, Turkey. The participants of the research were selected using a convenience sampling strategy. The duration of the research was 10 weeks. The researcher’s diary, semi-structured interviews, and “Reading Strategy Survey” developed by Mokhtari & Sheorey (2002) were used as data collection tools. As a result, the research's findings showed that integrating metacognitive reading strategies into English lessons helped students to understand the texts, and they made the reading process easier. This training strengthened the perception of students' reading in a positive way. Therefore, it has been concluded that metacognitive reading techniques in English teaching are effective in reading comprehension attitudes of learner. It is proposed that training in reading strategy should be provided starting from elementary school levels, and teachers should be trained in reading and using strategies. [ABSTRACT FROM AUTHOR]