Özet:

The purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies when reading online academic texts. Using reference materials (i.e. online dictionaries), scrolling through the text, rereading for better understanding, guessing what the content is about and paying closer attention to reading appeared to be the most frequently reported strategies. Moreover, the students employed most of the strategies they stated in the survey while they were reading online texts.

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