Özet:

This study aimed to examine readers’ metacognition and motives for practicing metacognition in a foreign language learning context. Readers’ metacognition was measured by Metacognitive Awareness Inventory and semi-structured questions were developed to study the effects of metacognition training. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective dynamics might impact their performances. Metacognitive readers might hold an understanding of meta-reading reading skills and dynamics that facilitate and interfere with performances might transfer across languages. Following the training, participants’ self-awareness increased. Their motivation and interest to read in a foreign language was impacted positively. Lastly, although metacognitive readers were aware of that strategic reading may be, initially, cognitively demanding such readers still continue practicing metacognition for efficiency with time, effectiveness with comprehension and learning, and pleasure of awareness and self-confidence. Keywords: metacognition EFL reading self-awareness training.  

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