Özet:
This study aimed to determine the relationship between general metacognitive awareness and academic
achievement in foreign language learning. To this end, the study first tried to investigate whether there
were any correlations between the construct of metacognitive awareness and its sub-dimensionsknowledge
management, planning, monitoring, evaluation- and the academic achievement in foreign
language. The study then went on to search whether metacognition with its sub-dimensions were effective
in foreign language achievement. The sample of the study consisted 683 university students studying
English as a foreign language. The data collection was conducted with the use the Metacognitive
Awareness Inventory; and the students’ grades were also used. As a result, it was observed that there were
no correlations between the metacognitive awareness and its sub-dimensions and the achiemevent in
foreign language. Moreover, the only variable that predicted the academic achievement was monitoring
skill.
