Abstract:

The efficiency of reading depends on the scientific basis of the applied reading activities. In this scientific background, meta-cognitive reading strategies may occur as a result of cognitive processes related to reading. In the light of this information, meta-cognitive reading strategies in English teaching is focused on this research. The aim of this research is to investigate the effects on students’ attitudes in reading comprehension of meta-cognitive reading strategies in English teaching. Model of this research is action research model. This research was held with 26 participants, 8th grade students at Mehmet Akif secondary school during the 2nd term of the 2013-2014 academic year in Adana, Turkey. Participants of the research selected by using Convenience sampling strategy. Duration of the research was 10 weeks. The researcher’s diary, semi-structured interviews and Reading Strategy Survey developed by Mokhtari Sheorey (2002) were used as data collection tools. As a result, the research's findings showed that integrating meta-cognitive reading strategies into English lessons helped students to understand the texts, and they made the reading process easier. This training improved students ' reading comprehension in the positive direction. So, it has been deduced that meta-cognitive reading strategies in English teaching is effective on students’ attitudes in reading comprehension. It is suggested that reading strategy trainings should be given starting from primary school levels and teachers should be trained on reading strategies and their use.

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