Metacognitive Awareness of Reading Strategy use between Field-Dependent and Field-independent EFL Learners

Abstract

The purpose of this article was to examine the metacognitive awareness of reading methods used by field-dependent (FD) and field-independent (FI) Turkish EFL university students learning English as a foreign language. 270 students from Istanbul’s (Cerrahpasa) University were picked for this purpose. To begin, the Group Embedded Figure Test was used to assign individuals to one of two groups, FD or FI. Following that, we assessed participants’ metacognitive awareness of their reading technique using the MARSI-R. (Metacognitive Awareness of Reading Strategies Inventory-Revised). Mokhtari et al. recently redesigned the MARSI-R instrument, which has 15 items and assesses three broad categories of reading strategies: global reading strategies (GRS), problem-solving strategies (PSS), and support reading strategies (SRS). The findings indicated that students used all three techniques on a near-daily basis and were aware of their metacognitive methods. Furthermore, a statistically significant difference in the use of GRS and SRS was discovered between FI and FD students; hence, the usage of students’ metacognitive reading techniques was influenced by their distinct FI/FD cognitive styles.