The Mediating Role of Metacognitive Awareness in the Relationship Between Pragmatic Awareness and Communication Skill

Abstract

This study examines the relationship between pragmatic awareness and communication skills by exploring the mediating role of metacognitive awareness in this interaction. The research was conducted with pre-service teachers using a quantitative method based on a correlational survey model. The sample consisted of 235 pre-service teachers studying at the faculty of education of a state university in Turkey. A validity and reliability tested scales were used to collect data. These are Metacognitive Awareness Scale, Communication Skills Scale and Pragmatic Awareness Scale. In the study, the normality of the variables' scores was examined, and after confirming that the data followed a normal distribution, the analyses were conducted. The relationships between the variables were analyzed using Pearson's Product-Moment Correlation Analysis, revealing significant correlations. A mediation model was then established for the analysis. The data collected was analyzed to evaluate the connection between pragmatic awareness and communication skills, alongside the impact of metacognitive awareness on this relationship. Findings reveal that metacognitive awareness plays a significant mediating role between pragmatic awareness and communication skills. This study highlights that enhancing metacognitive awareness during the educational processes of pre-service teachers can significantly improve their communication skills.

Keywords

• pragmatic awareness
• metacognitive awareness
• communication skills
• pre-service teachers
• mediation model
• edimbilimsel farkındalık
• üstbilişsel farkındalık
• iletişim becerileri
• öğretmen adayları
• aracılık modeli