METACOGNITIVE AWARENESS OF PROSPECTIVE EFL TEACHERS AS PREDICTORS FOR COURSE ACHIEVEMENT: TEACHING ENGLISH TO YOUNG LEARNERS

Abstract

This study gives priority to investigating the metacognitive awareness levels ofprospective English as a Foreign Language (EFL) teachers and the effects of it on prospectiveteachers’ Teaching English to Young Learners achievement which includes and also reflectstheir micro-teaching process occurring during this course. For this purpose, the participantsof the study consist of the 3rd and 4th grade students studying at Amasya University, Facultyof Education, English Language Teaching (ELT) Programme throughout 2018-2019academic year. 52-item Metacognitive Awareness Inventory (MAI) (Schraw & Dennison,1994) was used as the data collection instrument, and its relation with the teaching skills ofmicro-teaching in Teaching English to Young Learners course process was analyzed. As tothe methodology, quantitative research approaches were applied to the collected data. Basedon the findings, it was observed that the prospective teachers, who are the teachers of futureand expected to open the gate for learners to perceive the information profoundly, have thesepre-condition skills at different levels. Therefore, it could be stated that the English TeacherEducation process of faculties needs to be explored deeply by taking into consideration thefact that homogeneity in the qualities/characteristics of English language teachers is an urgentcall to provide equal chances for the learners.