Abstract:

Writing skill, having limited use in the daily life, contains reading, thinking and articulation in itself and it is difficult to apply. It is a skill that requires many cognitive, emotional and kinesthetic behaviors to be conducted together and in coordination. Writing strategies on the other hand, usually take part within language learning strategies and they are means of controlling writing process. Writing strategies are processes that are used for solving the problems that are encountered during production of written works and during writing, and they may be both cognitive and metacognitive. Metacognition, especially in the context of writing skill, can be used as a quite practical and efficient mechanism in all the phases of planning and writing of the text that is going to be produced and evaluation of what has been written, as of basic functions of examination/inspecting/auditing and guiding/managing thatoccur almost simultaneously. On the other hand, evaluating writing skills is one of the most difficult subjects. Especially in the process of producing text, evaluating by taking many variables into consideration is significant problem. The purpose of this study is to develop Metacognitional Writing Strategies Awareness Scale which aims to evaluate the awareness of secondary school students for metacognitional writing strategies. In order to determine the structural validity of the developed scale, Exploratory Factor Analysis (EFA) was carried out with the data acquired from one group first, then Confirmatory Factor Analysis (CFA) was carried out with the data acquired from another group. The reliability of the points acquired by implementing the scale in two different groups was determined by calculating the Cronbach’s alpha internal consistency coefficients. Once the reliability evidences and the validity evidences acquired from the analyses are evaluated together, the Metacognitional Writing Strategies Awareness Scale that has been developed is proven to be valid and reliable enough in order to be used in the following studies.

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