ABSTRACT

THE ANALYSIS OF THE USAGE LEVEL OF METACOGNITION STRATEGIES BY INSTRUCTORS  IN LEARNING-TEACHING ENVIRONMENTS IN TERMS OF VARIOUS FACTORS

Ceyla ODABAŞ, PhD Candidate

University of Gaziantep

Department of Educational Sciences, Curriculum and Instruction

This study is prepared to determine the usage level of metacognitive strategies in learning-teaching environments by instructors in Gaziantep University Higher School of Foreign Languages. In this study, which is an example of descriptive work, survey method is used. As data collection tool, a questionnaire which has been made up of items related to instructors' personal information and the usage level of metacognition strategies in teaching-learning environments is used. The reliability studies are done for the scale. The questionnaire has been applied to 77 instructors in Higher School of Foreign Languages and the results were evaluated with SPSS Standard Statistics 22.0 for Mac program.

The results of the study reveals that the instructors generally use the metacognitive strategies but in some dimensions of the metacognitive strategies there are differences according to the levels they teach and the number of students in their classrooms. It is revealed that the instructors who teach in first classes use some strategies less than the instructors who teach in preparatory classes. However; there is no difference about using metacognitive strategies among instructors according to their gender, the departments they graduated and their seniority.

Key Words : Metacognitive Strategies, Language Teaching,  Instructor