THE IMPACT OF COGNITIVE STRATEGIES ON ACADEMIC SUCCESS IN LEARNING TURKISH
DOI:
https://doi.org/10.55640/Keywords:
Cognitive Strategies, Academic Success, Language Learning, Turkish Language, Elaboration, Organization, Metacognition, Language AcquisitionAbstract
This article explores the influence of cognitive strategies on academic success among students learning Turkish as a foreign language. It examines various cognitive strategies, such as elaboration, organization, and metacognition, and their effectiveness in enhancing language acquisition and retention. Through a combination of qualitative and quantitative research methods, the study analyzes the relationship between the use of these strategies and students' performance in language assessments. The findings indicate that students who actively employ cognitive strategies demonstrate higher levels of proficiency and engagement in their learning process. The article concludes with recommendations for educators to integrate cognitive strategy training into their curricula to foster better academic outcomes for Turkish language learners.
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References
1.Genc, E., & Genc, M. (2014). "Investigation of Language Learning Strategy Use and Academic Achievement of Turkish Learners of English." Journal of Language and Linguistic Studies, Vol. 10, No. 2, 2014, pp. 111-125.
2.Kirmizi, Ö. (2010). "The Use of Language Learning Strategies by Turkish EFL Learners." Procedia - Social and Behavioral Sciences, Vol. 2, No. 2, 2010, pp. 317-321.
3.O'Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press, 1990, pp. 117-150.
4.Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Newbury House, 1990, pp. 43-65.
5.Tekin, M. (2009). "The Use of Language Learning Strategies by Turkish EFL Learners and Their Relationship with Language Proficiency." Hacettepe University Journal of Education, Vol. 37, 2009, pp. 299-311.
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