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Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

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dc.contributor.authorYILMAZ GÜNGÖR, ZÜHRE
dc.contributor.orcid0000-0002-1529-8749
dc.date.accessioned2025-11-13T20:31:33Z
dc.date.issued2021-10-15
dc.identifier.doihttps://doi.org/10.5430/wje.v11n5p31
dc.identifier.endpage31
dc.identifier.issn1925-0746
dc.identifier.issue5
dc.identifier.openalexW3206024490
dc.identifier.startpage31
dc.identifier.urihttps://hdl.handle.net/11421/12087
dc.identifier.urihttps://doi.org/10.5430/wje.v11n5p31
dc.identifier.volume11
dc.language.isoen
dc.relation.ispartofWorld Journal of Education
dc.rightsopenAccess
dc.subjectMetacognition
dc.subjectTurkish
dc.subjectReading (process)
dc.subjectPsychology
dc.subjectLikert scale
dc.subjectMathematics education
dc.subjectCognition
dc.subjectReading comprehension
dc.subjectDevelopmental psychology
dc.subjectLinguistics
dc.subject.sdg4
dc.titleExamination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5040422808

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