Abstract
This research was conducted to determine the effect of WebQuest-based teaching on reading strategies metacognitive awareness and was planned as an action research. The research’s study group consisted of 24 fourth grade students in a primary school situated in a district of Afyonkarahisar during the second term of 2015-2016 school year. In the research, the students attended three exercises in WebQuest-based teaching as a group, pairs and individually during the 55 course hours period. As data collection tools, reading strategies metacognitive awareness inventory, observation, interview and diary were used. Descriptive statistics and t test were used for the analysis of relevant samples. According to findings acquired from research’s quantitive data, it was confirmed that there was a significant rise in student’s posttest grades in regard to pretest grades of their reading strategies metacognitive awareness problem solving strategy and supporting levels of reading strategies. Besides, it was reached that there was no significant difference but there was a rise between pretest and posttest grades of the level of global reading strategy. It was observed that students using reading comprehension strategies were more successful in practice and use time more efficiently.
Highlights
Acquiring reading skills is quite important for individuals to sustain academic and social life in a successful way
Metacognitive reading strategy awareness is defined as any choice, behavior, thought, suggestion and technique used by readers to help their learning process (Cook, 2001; Maasum & Maarof, 2012)
Successful comprehension depends on directed cognitive effort, referred to as metacognitive processing which consists of knowledge about and regulation of cognitive processing (Baker & Brown, 1984)
Summary
Acquiring reading skills is quite important for individuals to sustain academic and social life in a successful way. Metacognitive knowledge includes both knowledge of strategies and conditional knowledge of when and why to use these strategies (Pintrich, Wolters & Baxter, 2000) In this new approach, metacognitive reading strategy awareness is defined as any choice, behavior, thought, suggestion and technique used by readers to help their learning process (Cook, 2001; Maasum & Maarof, 2012). Metacognitive reading strategy awareness is defined as any choice, behavior, thought, suggestion and technique used by readers to help their learning process (Cook, 2001; Maasum & Maarof, 2012) These studies demonstrate that successful comprehension does not occur automatically. Readers, who do not use reading strategies, obtain meaning in a superficial way
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