Abstract
Metacognitive awareness is considered as the key factor for proficient strategic reading, particularly for academic reading. The present study was designed to determine the Turkish university students’ metacognitive awareness of academic reading strategies. Thus, through the Survey of Reading Strategies, the students’ metacognitive awareness of Global, Problem-Solving and Support reading strategies used in academic reading were investigated. The results indicated that the participants usually used academic reading strategies so they were often aware of these strategies. They mostly used and got aware of problem-solving strategies but the supporting strategies was leastly used in academic reading.
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