This study aimed to examine the use of metacognitive strategies related to listening skill which is one of the basic language skills in teaching Turkish. The study group of the research which was conducted with descriptive survey model was determined by simple random sampling that is one of the random sampling methods. Participants consisted of 223 prospective teachers who were studying in their 1st, 2nd, 3rd and 4th years in Turkish Language Teaching Department at Recep Tayyip Erdoğan University in the 2017-2018 academic year. The study data were collected through the Listening Metacognitive Strategies Scale. Whether the listening metacognitive strategies of prospective Turkish teachers differed significantly in terms of the variables of gender, grade level, parental education level, number of pages read weekly and number of books read during the year was analyzed using this scale which consisted of three dimensions: attention, planning-evaluation and problem solving. In the analysis of the data, t-test was used to test the significance between two variables, and one-way analysis of variance (One Way Anova) was used to test the significance of more than two variables. As a result of the research, it was found that the use of listening metacognitive strategies of prospective Turkish teachers showed a significant difference in the dimension of attention in favor of male prospective teachers. On the other hand, in terms of grade level variable, it was determined that there was a significant difference in the total of the scale and in the dimension of attention in favor of 1st year students. While the metacognitive strategies of prospective teachers according to father education level had similar characteristics, it was found that the total of the scale differed significantly in terms of the mothers education level variable in the dimensions of problem solving and attention in favor of the prospective teachers whose mother education levels were primary school. In terms of the number of books read during the year, it has been found a significant difference in the dimension of problem solving in favor of the participants who read 10 or more books during the year. On the other hand, it was concluded that prospective teachers’ use of listening metacognitive strategies was similar in terms of the number of pages read weekly variable.
Prospective Turkish teachers, listening, metacognitive strategy.