academic journals

Article Number - 7DD1E8041524

Educational Research and Reviews
Vol.8(21) , pp. 2147-2154 , November 2013
DOI: 10.5897/ERR2013.1614
ISSN 1990-3839
Copyright © 2013 Author(s) retain the copyright of this article
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License​

Full Length Research Paper

The effect of reading strategies on reading comprehension in teaching Turkish as a foreign language


Accepted: 04 October 2013     Published: 10 November 2013


The purpose of this study is to determine which reading strategies students use while learning Turkish as a foreign language and investigate the effects of these strategies on reading comprehension skill. Conducted in compliance with “pretest-posttest control group model” as the experimental design, this research involved totally 36 students who were learning Turkish as a foreign language at Istanbul University Language Center; the experimental group and the control group both consisted of 18 students who were at B2 level in accordance with the Common European Framework. While the experimental group was subjected to activities involving the usage and instruction of the strategies, the control group received education through the traditional model. The data were collected through the “Reading Comprehension Achievement Test” developed by the researcher and the “Metacognitive Awareness Inventory of Reading Strategies” developed by Karatay; the data obtained were later anlaysed in SPSS. The results of the study revealed that students use reading and pre-reading strategies the most, whereas they use post-reading strategies the least. It was also discovered in the research that in parallel with the increase in the students’ level of reading strategy use, their comprehension achievement increased as well. 

Key words: Language learning strategies, reading comprehension strategies, teaching Turkish as a foreign language, reading comprehension skill.

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