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

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