Abstract
The aim of this study is to determine the correlation between secondary school students' metacognitive awareness levels and frequency of listening / monitoring strategies. In the study, correlational survey model has been employed. The sample of the study consists of 406 secondary school students from 4 schools determined by criterion sampling method in the 2018-2019 academic year. The Metacognitive Awareness Inventory for Children (Jr. MAI) - A and B Forms and The Usage Frequency Scale of Listening/Monitoring Strategies in Secondary School Students have been used as data collection tools. Percentage, frequency, arithmetic mean, correlation analysis, t test, two-way ANOVA analysis have been used. As a result of the research, it has been found out that the frequency of using secondary school students' listening / monitoring strategies is high, and there is a positive correlation between metacognitive awareness level and listening / monitoring strategies. Furthermore, it has been concluded that there is a significant correlation between the metacognitive awareness levels of the secondary school students and the frequency of using listening / monitoring strategies in terms of grade level, there is a positive correlation in favor of female students in terms of gender variable. According to the results of two-way ANOVA, it has been concluded that there is no significant difference depending on the common effect in problem situations involving gender and class variables.
 
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Highlights
Rapid development and transformation in technology has brought Z generation definition to the literature
The purpose of this study is to determine the correlation between secondary school students' metacognitive awareness levels and frequency of listening / monitoring strategies
When the data have been examined, it has been concluded that the frequency of use of listening / monitoring strategies is high among the secondary students
Summary
Rapid development and transformation in technology has brought Z generation definition to the literature. With the Z generation, which was born in a time period in which digital and high technology is widely used, individuals become more receiverlistener (Şahin, 2017, p.186; Taş, Demirdöğmez and Küçükoğlu, 2017, p.1033) This process negatively affects the development of listening / monitoring skills, depending on how many different variables affect the listening / monitoring process of individuals. The ability to listen / monitor, which has an important effect on the communication and learning experiences of the individual, is defined as the reaction to the visual and auditory symbols. The fact that it is the very first skill an individual gain and the acquisition of most of the learning through the listening / monitoring process reveals the importance of this skill domain. Individuals should develop their listening / monitoring skills with a conscious process (Birol & Ergin, 2000, p.113; Deniz and Dinçel, 2015, p.17; Emiroğlu & Pınar, 2013, p.770)
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