The Relationship between High School Students' Metacognitive Awareness of Reading Strategies and English Self-Efficacy Beliefs

Abstract

This study aimed to determine the relationship between high school students' metacognitive awareness of English reading strategies and their self-efficacy beliefs about English by using a correlational survey model. The study group consisted of 586 high school students from high schools in a county located in the Central Black Sea region in the 2017-2018 academic year. According to the results of the study, the descriptive values of the sub-dimensions of the Metacognitive Awareness of Reading Strategies Inventory, the students used problem-solving strategies most, which was followed by global reading strategies and support reading strategies respectively. High school students' metacognitive awareness of reading strategies level indicated a significant difference in gender and grade variables. The metacognitive awareness levels of high school students' reading strategies did not show a significant difference according to the age variable. The descriptive values of the sub-dimensions of the English Self-Efficacy Belief Scale, the highest self-efficacy beliefs of the students were about reading skills, which was followed by listening, writing, and speaking skills, respectively. The English self-efficacy beliefs of high school students in the study, showed a significant difference in all sub-dimensions according to gender and class variables. While high school students' self-efficacy beliefs about English showed a significant difference in reading, writing and speaking sub-dimensions according to the age variable, it did not show a significant difference in listening sub-dimension. There was a moderate, significant, and positive correlation between high school students' metacognitive awareness of English reading strategies and self-efficacy beliefs.