Abstract:

The studies that try to find out how students’ metacognitive skills affect their academic success of the English course are really limited. Moreover, these studies, which are few in number, do not consider English academic success in a general way. Therefore, in this study, it was aimed to determine whether there is a relationship between the metacognition skills of the English preparatory students and their academic success of the English course. In addition, this study will also determine whether the different variables related to students' demographic features have an effect on the students' metacognition skills. This study is important in determining the personal variables which affect metacognition skills and in determining the relationship between this skill and the academic success of the English course. In this study, singular and relational survey model, which are quantitative research methods, was used and it is aimed to reach 50% of the universe in the study. Data was collected by the Metacognition Scale developed by Turan (2009) by using the items of Metacognition Inventory developed by Shraw and Dennison (1994) to determine the metacognitive skills of the students. The scale is a 5-point Likert-type scale and consists of one dimension and 28 items. For this reason, 350 scales were copied and conducted to the students. The students’ grades of first midterm exam were used to determine the academic success of the students. The first midterm exam is a comprehensive exam that measures students' speaking, writing, reading and listening skills. After analyzing of the collected data to determine students' metacognition skill levels, it was found out that students have high level of metacognition skills. Also, it was seen that while the students’ metacognitive skills differ according to their gender, they do not differ according to their age, faculty/college, education type, high school. Besides, it was found out that there is not any significant correlation between metacognitive skills of the students and their English academic success.

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