Self-Awareness Levels of English Language Teacher Trainees

Learning ability develops naturally through time. However, to do so, we need to change and adapt ourselves to changing conditions which lead to lifelong learning. Most students do not change because they do not recognize that a problem exists or they do not realize the significance of learning strategies. They are unaware that their learning activities can cause problems for them or they do not have any clues as to which learning skills are necessary for them to perform better. To foster achievement, increase enjoyment, and to utilize the learning time better, most students need to change for better. The factors ranging from motivation, to time management, memory skills, text learning, representations-graphic organizers, and lecture learning constitute the key elements of this study which aims at investigating the study skill awareness levels of teacher trainees. In order to see how cognizant English language teacher trainees are, a self-awareness scale developed by Kiewra & Dubois (1998) was administered to 240 sophomores and junior students at the English Language Teaching Department. Then they were compared with each other to investigate whether time might enhance the self-awareness level or not. The third aspect of the study is to tackle whether there is a correlation between the teacher trainees' general academic proficiency scores and their self-awareness levels.