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Research paper thumbnail of Readers Typology: Can Poor Readers Advance to Good Readers?

International Journal of Academic Research in Education, 2020

This study aims to determine the reader's typology among the preparatory class students regarding... more This study aims to determine the reader's typology among the preparatory class students regarding their use of reading strategies while they read texts written in English, and to find out whether cognitive and metacognitive strategy training can make students advance from poor readers to good readers. The participants of the study were 27 evening education students with the age range between 18 and 22 at the preparatory school of Inonu University School of Foreign Languages in Malatya, Turkey. The students were instructed cognitive and metacognitive reading strategies with the purpose of the study for eight weeks. The study has provided an exciting opportunity to advance both the researcher's and the participants' knowledge of cognitive and metacognitive reading strategies. Throughout the study, the researcher, as the instructor of the participating group, and the students have improved their understanding of reading comprehension of an English written text. Qualitative method was used to collect data. Qualitative data collection instruments involving Think-Aloud Protocol (TAP), learner and researcher's diaries were descriptively analyzed. Findings revealed that the participants raised their awareness on strategy use after involvement in cognitive and metacognitive strategy training. The findings from TAPs also indicated that poor readers could advance to good readers by taking part in the lessons so that weaker students were able to indicate the problems they had encountered, and stronger ones could reveal what made them successful.

Research paper thumbnail of Cognitive and Metacognitive Strategy Training to Enhance Freshmen ’ s Reading Skills

The aim of this study was to investigate to what extent involvement in cognitive and metacognitiv... more The aim of this study was to investigate to what extent involvement in cognitive and metacognitive strategy training instruction increases language learners' reading strategy use while reading texts written in English.The study was conducted at the preparatory school of Inonu University School of Foreign Languages in Malatya, Turkey in 2015-2016 academic year. The participants were 27 preparatory class students aged between 18 and 21. In order to achieve the aim of the study, in our reading classes, we explicitly instructed our students the cognitive and metacognitive reading strategies for eight weeks. The reading strategy instruction consisted of two periods. In the first period, we mainly focused on cognitive strategy training and in the second on metacognitive reading strategies. When determining the types of strategies to be introduced and practiced, we considered the difficulties the students face when comprehending texts written in English and adjust the procedure to be f...

Research paper thumbnail of Readers Typology: Can Poor Readers Advance to Good Readers?

International Journal of Academic Research in Education, 2020

This study aims to determine the reader's typology among the preparatory class students regar... more This study aims to determine the reader's typology among the preparatory class students regarding their use of reading strategies while they read texts written in English, and to find out whether cognitive and metacognitive strategy training can make students advance from poor readers to good readers. The participants of the study were 27 evening education students with the age range between 18 and 22 at the preparatory school of Inonu University School of Foreign Languages in Malatya, Turkey. The students were instructed cognitive and metacognitive reading strategies with the purpose of the study for eight weeks. The study has provided an exciting opportunity to advance both the researcher's and the participants' knowledge of cognitive and metacognitive reading strategies. Throughout the study, the researcher, as the instructor of the participating group, and the students have improved their understanding of reading comprehension of an English written text. Qualitative ...

Research paper thumbnail of Perceptions of Instructors and Students to Online Education at a Rural University

Sino-US English Teaching, 2016

The popularity of technology has allowed universities to make changes through their educational s... more The popularity of technology has allowed universities to make changes through their educational system in recent years. Some transitioned from face-to-face instruction to online instruction. The aim of this study is to investigate the perceptions of both the instructors and the students as regards second language acquisition through online education at a rural university. The study was implemented in the context of teaching and learning English as a second language in an online education environment. The course material is based on The Net Languages Learning Platform, which is available at http://ide.yok.gov.tr/, and the course level is general English pre-elementary. Both quantitative and qualitative methods were used in this study. For quantitative data collection, a questionnaire was employed to understand the reasons for low student attendance on online courses. For qualitative research method, observation was carried out, and interviews are designed as data collection techniques. Purposive selection was used for selection of the participants. The findings revealed that online education needs to be modified. The students are eager to improve their second language competencies; however, they do not want to waste their time on an easy course level.

Research paper thumbnail of Readers Typology: Can Poor Readers Advance to Good Readers?

International Journal of Academic Research in Education, 2020

This study aims to determine the reader's typology among the preparatory class students regarding... more This study aims to determine the reader's typology among the preparatory class students regarding their use of reading strategies while they read texts written in English, and to find out whether cognitive and metacognitive strategy training can make students advance from poor readers to good readers. The participants of the study were 27 evening education students with the age range between 18 and 22 at the preparatory school of Inonu University School of Foreign Languages in Malatya, Turkey. The students were instructed cognitive and metacognitive reading strategies with the purpose of the study for eight weeks. The study has provided an exciting opportunity to advance both the researcher's and the participants' knowledge of cognitive and metacognitive reading strategies. Throughout the study, the researcher, as the instructor of the participating group, and the students have improved their understanding of reading comprehension of an English written text. Qualitative method was used to collect data. Qualitative data collection instruments involving Think-Aloud Protocol (TAP), learner and researcher's diaries were descriptively analyzed. Findings revealed that the participants raised their awareness on strategy use after involvement in cognitive and metacognitive strategy training. The findings from TAPs also indicated that poor readers could advance to good readers by taking part in the lessons so that weaker students were able to indicate the problems they had encountered, and stronger ones could reveal what made them successful.

Research paper thumbnail of Cognitive and Metacognitive Strategy Training to Enhance Freshmen ’ s Reading Skills

The aim of this study was to investigate to what extent involvement in cognitive and metacognitiv... more The aim of this study was to investigate to what extent involvement in cognitive and metacognitive strategy training instruction increases language learners' reading strategy use while reading texts written in English.The study was conducted at the preparatory school of Inonu University School of Foreign Languages in Malatya, Turkey in 2015-2016 academic year. The participants were 27 preparatory class students aged between 18 and 21. In order to achieve the aim of the study, in our reading classes, we explicitly instructed our students the cognitive and metacognitive reading strategies for eight weeks. The reading strategy instruction consisted of two periods. In the first period, we mainly focused on cognitive strategy training and in the second on metacognitive reading strategies. When determining the types of strategies to be introduced and practiced, we considered the difficulties the students face when comprehending texts written in English and adjust the procedure to be f...

Research paper thumbnail of Readers Typology: Can Poor Readers Advance to Good Readers?

International Journal of Academic Research in Education, 2020

This study aims to determine the reader's typology among the preparatory class students regar... more This study aims to determine the reader's typology among the preparatory class students regarding their use of reading strategies while they read texts written in English, and to find out whether cognitive and metacognitive strategy training can make students advance from poor readers to good readers. The participants of the study were 27 evening education students with the age range between 18 and 22 at the preparatory school of Inonu University School of Foreign Languages in Malatya, Turkey. The students were instructed cognitive and metacognitive reading strategies with the purpose of the study for eight weeks. The study has provided an exciting opportunity to advance both the researcher's and the participants' knowledge of cognitive and metacognitive reading strategies. Throughout the study, the researcher, as the instructor of the participating group, and the students have improved their understanding of reading comprehension of an English written text. Qualitative ...

Research paper thumbnail of Perceptions of Instructors and Students to Online Education at a Rural University

Sino-US English Teaching, 2016

The popularity of technology has allowed universities to make changes through their educational s... more The popularity of technology has allowed universities to make changes through their educational system in recent years. Some transitioned from face-to-face instruction to online instruction. The aim of this study is to investigate the perceptions of both the instructors and the students as regards second language acquisition through online education at a rural university. The study was implemented in the context of teaching and learning English as a second language in an online education environment. The course material is based on The Net Languages Learning Platform, which is available at http://ide.yok.gov.tr/, and the course level is general English pre-elementary. Both quantitative and qualitative methods were used in this study. For quantitative data collection, a questionnaire was employed to understand the reasons for low student attendance on online courses. For qualitative research method, observation was carried out, and interviews are designed as data collection techniques. Purposive selection was used for selection of the participants. The findings revealed that online education needs to be modified. The students are eager to improve their second language competencies; however, they do not want to waste their time on an easy course level.