A Study On Metacognitive Strategies In Autonomous Learning In Vocational Colleges

Since the 1970s. research on learning strategies has been one of the hottest topics in the field of second language acquisition. The growing increase of research results has generated great effect on both the theoretical and empirical studies of language teaching and learning. More and more educators and researchers make a shift of focus from language teaching to learning and pay more attention to the research on learning strategies and learner autonomy, one of the important objectives of language teaching and learning.As a higher-level executive skill, the powerful role of metacognition in language learning has been accepted gradually. Many researchers believe that a proper use of metacognitive strategies used for students can help to reduce their blindness, irrationality and impulsiveness in learning, thus can contribute to their second language acquisition. Successful use of metacognitive strategies is a good guidance and motivation for the students'language learning (Qin Zhiqiang,2002). In addition, some researchers propose that there is a close link between metacognitive strategies and learner autonomy, for example, Wenden (1987) believes that learning strategy, especially metacognitive strategy is the key factor in fostering learner autonomy.This study intended to look at students'use of metacognitive strategies in the English learning in a web-based environment to enhance the learning experience and outcomes of vocational college students. In recent years, development of vocational education put forward new requirements towards English teaching and learning. One urgent issue to be solved is how to improve students" language proficiency and cultivate students' practical ability. As an English teacher who is working in a vocational college for several years, the author is familiar with the characteristics of vocational college students and the traditional teaching methods used. Therefore, by using the methodology of a questionnaire, monitoring web-based autonomous learning records, classroom observation and question & promoted writing which were administered to 103 freshmen from Wuhan Institute of Technology (WIT), this study intends to research the pattern of vocational college students'metacognitive strategies-based autonomous learning ability by investigating the use of metacognitive strategies, collecting related data during students'autonomous learning process and mastering subjects'attitudes and requirements towards web-based autonomous learning. In order to reach the goal of the study, the author firstly conducted a review of relevant literature on metacognitive strategies and learner autonomy as theoretical framework of the study, in which the relationship between them was explored and the theoretical background for the following discussion was formed.It was found that the subjects were not highly motivated and generally did not apply metacognitive strategies frequently in their use of the web-based environment learning system. It was probably that they lacked confidence in English learning and had a weak autonomous learning ability which seems to be a common feature of learners in vocational colleges. The study indicates that there was a need to cultivate students' metacognitive strategies in the web-based environment to achieve a higher level of learner autonomy and make the resources beneficial to their English learning. So the author believes the proper use of metacognitive strategies is crucial to foster learner autonomy and improve language proficiency.